Science of Reading: The Podcast

Judith Hochman, Ed.D., co-author of 'The Writing Revolution' and a veteran educator, engages in a riveting discussion about the critical links between writing and reading skills. She shares her journey in transforming writing instruction, emphasizing that effective teaching transcends mere assignment of tasks. Hochman provides insight into foundational sentence structure for young learners, innovative instructional strategies, and the broader implications of enhanced writing on literacy. Listeners will appreciate her actionable tips for elevating writing in classrooms.

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Jane Ashby, professor in the Reading Science doctoral program at Mount St. Joseph University. They define the concept of “settled science” as a jumping-off point before digging into phonology and the argument for not always basing your teaching practice on the newest research. Dr. Ashby touches on the impact of phonology on comprehension, the Matthew Effect, and why the term “instant words” is more accurate than “sight words.” You’ll walk away from this episode with two practical exercises Dr. Ashby recommends for teaching students to transfer oral segmenting and blending to reading and writing tasks.Show notesConnect with Jane Ashby: Mt. St. Joseph UniversityResourcesTeaching Phonemic Awareness in 2024: A Guide for EducatorsRead: Phonological recoding and self-teaching: sine qua non of reading acquisitionMore: The Four-Part Processing Model for Word RecognitionRead: Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.Join our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/Want to hear more of Dr. Ashby? Listen to the bonus episode! Quotes“To store a vocabulary word, it's not enough to have the meaning. You have to have the entry for it, and the entry for it is the sound form of the word.” —Jane Ashby“The greatest gift you can give a kid is letting them know that you see that they're special and that they have something unique that they bring to the world. But the second piece is really, can you help them become a confident, independent reader?” —Jane AshbyEpisode timestamps*2:00 Introduction: Who is Jane Ashby?6:00 Defining and contextualizing “settled science”13:00 Phonology as settled science17:00 Instant words vs sight words20:00 How phonology impacts comprehension26:00 Connection to the Matthew Effect31:00 Listener mailbag question: How do you suggest teachers teach students to transfer oral segmenting and blending to reading and writing tasks?37:00 Teaching phonemic awareness guide39:00 Research that should influence teacher practice41:00 The greatest gift you can give a child*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Tiffany Hogan, a professor at MGH Institute of Health Professions in Boston, who studies the connections among speech and language and literacy across time in children. Together, Susan and Dr. Hogan explore the complexities of language, the components that form language, and the significance of language for literacy. Dr. Hogan explains Developmental Language Disorder (DLD)—its characteristics, its prevalence, and the challenges in recognizing it. She emphasizes the importance of supporting children with DLD and the role of educators in making a difference long-term. She also provides listeners with effective strategies for supporting children with oral language deficits, offers insights into the relationship between background knowledge and language, and answers questions from our listener mailbag.Show notes: Connect with Tiffany HoganX: @tiffanyphoganFacebook: sailliteracylabInstagram: @seehearspeakpodcastPodcast: seehearspeakpodcast.comResourcesWebsite: DLDandMe.org Read: A Review of Screeners to Identify Risk of Developmental Language DisorderWebsite: Raising Awareness of Developmental Language DisorderListen: SeeHearSpeak podcast with Tiffany HoganPolicy Paper: If we don’t look, we won’t see: Measuring language development to inform literacy instructionListen: Focused implementation: Doing less to do more, with Doug Reeves, Ph.D.Join our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/Listen to Beyond My Years: Building an education network to make change, starring A. Simone McQuaige.Quotes: “Neurodiversity means that we have lots of different ways to think, and we each come to the table with different brain structures” –Tiffany Hogan, Ph.D. ”Oral language difficulties are a crystal ball into reading comprehension” –Tiffany Hogan, Ph.D.“You, as an educator, can be the one that really makes a difference for that child. It only takes one person to make a huge difference in the life of a child” –Tiffany Hogan, Ph.D.Episode timestamps*02:00 Introduction: Who is Tiffany Hogan?04:00 Defining language05:00 Language development and its Impact on literacy10:00 Variability in language learning11:00 Developmental Language Disorder (DLD)18:00 Challenges in Identifying and Supporting DLD20:00 The Importance of Vision Screening21:00 Universal Screeners for DLD24:00 Listener mailbag: How can educators most effectively help students with oral language deficits in early childhood prepare and develop literacy?28:00 The Connection Between Language and Background Knowledge30:00 Understanding DLD and Its Challenges33:00 The Role of Speech Language Pathologists35:00 Final Thoughts

Natalie Wexler, an education writer and author focused on literacy instruction, joins Susan Lambert to discuss her new book. They delve into the importance of connecting literacy instruction to cognitive science, emphasizing the limitations of phonics alone. Natalie explains cognitive load theory's practical application in teaching reading and writing. She shares effective strategies for implementing evidence-based approaches in classrooms and how to inspire colleagues to embrace these innovative methods.

Amplify’s 2024 Science of Reading Star Award winners share insights from their daily work. They reflect on why it’s so critical to stay grounded in evidence-based literacy practices and how they bring those practices into their schools and classrooms. Listeners will be inspired by the creative ideas of educators who are making a difference in the lives of students across the country. Winners honored in the episode in order of appearance are: Amber Hines, Vance County Schools, NC; Elizabeth Caton, Windber Area Elementary School, PA; Jamie Vannoy, Wirt County Primary Center, WV; Christine Michalik, Cicero School District 99, IL; Andrea Mason, County Line Elementary School, GA; A. Simone McQuaige, Prince George’s County Public Schools, MD. Show notes:Apply for the 2025 Amplify Science of Reading Star AwardsLearn more about our 2024 Star Award winnersSubscribe to Beyond My YearsQuotes: “There is no, ‘Let's try this. Let's try that.’ When it's evidence based, you know that it's proven to be effective.” —Amber Hines“It's important that we are aligning our practices to standards and what the students are required to do—but also what they need.” —Elizabeth Caton“If we don't make a conscious effort to utilize evidence-based practices, we are going to be failing our most at-risk populations.” —Jamie Vannoy“All students should have the opportunity for multiple readings of the same text to build comprehension, to build fluency.” —Christine Michalik“It's really important to utilize assessments, [to] make sure that my students are getting exactly what they need based on the data that I get from assessments, but also based on the data that I get from regular progress monitoring.” —Andrea Mason“This is not something that can be just done at the schoolhouse. It involves the community and all of our community stakeholders.” —A. Simone McQuaige

Missy Testerman, the 2024 National Teacher of the Year from Tennessee, shares her extensive experience as an ESL teacher and advocate for families. She emphasizes the power of mentorship and collaboration among educators. Testerman discusses the importance of being flexible in teaching and connecting with communities. She tackles challenges like the 'who knows best' dynamic in education and the necessity of self-care for teachers. Most importantly, she inspires others to embrace new perspectives and prioritize relationship-building with families and students.

Ioulia Kovelman, Ph.D., is a developmental cognitive neuroscientist at the University of Michigan, specializing in literacy development for neurodiverse and multilingual students. She highlights how children's brains adapt during reading and the unique challenges faced by dyslexic learners. Ioulia emphasizes the importance of personalized literacy instruction and how different languages engage various cognitive 'muscles.' Ultimately, she underscores the collaborative relationship between scientists, teachers, and students in advancing literacy education.

In this engaging conversation, Susanne Nobles, Chief Academic Officer at ReadWorks and expert in educational research, discusses the importance of making high-quality texts accessible to all students. She highlights the value of the Article-A-Day program, which enhances students' knowledge and vocabulary while supporting teachers. Nobles emphasizes how children can discern quality in texts and shares insights on creating Spanish-English materials for bilingual learners. She offers thoughtful advice on ensuring text quality to foster a genuine love for reading.

Lori Josephson, a literacy specialist and author of "Calling All Neurons! How Reading and Spelling Happen," explores the fascinating connection between neurons and literacy. She shares her journey in creating an accessible resource about the neuroscience of reading. Lori discusses the importance of involving everyone in a student's literacy journey and offers strategies for helping older elementary students who struggle with foundational skills. This engaging conversation bridges the gap between reading and spelling, emphasizing innovative approaches to literacy education.

Hugh Catts, Ph.D., a professor at Florida State University specializing in language sciences and language disorders, dives into the complexities of comprehension. He argues that comprehension isn't just a reading skill but a multifaceted condition shaped by prior knowledge and intention. With personal ties to dyslexia, he offers insights on the significance of background knowledge and practical strategies to enhance student understanding. Hugh emphasizes the importance of coherent text and the interplay of vocabulary for better comprehension.