Science of Reading: The Podcast

In this episode, we join Susan Lambert as she talks to Ricky Robertson about building systems of support for students impacted by Adverse Childhood Experiences (ACEs) and the educators who work with them. Ricky is an educator, author, and consultant who has worked with alternative and traditional schools. The episode focuses first on how teachers can prioritize their own self-care and why it is essential in order to care for students. Ricky then goes into explaining what ACEs are and the ways that fight, flight, freeze, and fawn responses can manifest in the classroom. Lastly, they go into explaining resilience and how routine and relationships help build a foundation for resilience—ending on a note of encouragement to educators that their investment is never wasted. Quote:"Books have been some of my most meaningful companions … there’s a form of attachment that can occur between a reader and a story or a book that can actually be a safe space of refuge." — Ricky Robertson Show Notes:Teach for Trust - Ricky RobertsonBuilding Resilience in Students Impacted by Adverse Childhood Experiences by Ricky Robertson, Victoria E. Romero, and Amber WarnerRicky Robertson: Adverse Childhood Experiences Webinar [Video/Webinar]Adverse Childhood Experiences: Trauma-Informed Strategies for Teacher and Student Well-Being [Video/Webinar]

In this episode, we join Susan Lambert as she rewinds the tape and highlights some of the standout learning moments that have occurred throughout this season of the podcast. Guests like Sue Pimentel, Julie Washington, Nadine Gaab, and more have all taught us invaluable lessons about the Science of Reading. You’ll hear top takeaways from each of their episodes as they cover topics such as literacy accelerators, learning to read digitally versus in print, teaching reading to multi-language learners, dialectical variety, and so much more.Quotes: "My gratitude extends to these amazing guests who are helping us become more informed about the complexities and realities of learning to read."Show notes:Podcast Episode 5: Sue PimentelReading as Liberation—An Examination of the Research Base by Sue Pimentel, Meredith Liben, and Student Achievement PartnersPodcast Episode 4: Lauren Trakhman & Patricia Alexander (UMD)Podcast Episode 7: Julie WashingtonPodcast Episode 8: Elsa Cárdenas-HaganPodcast Episode 9: Nadine Gaab

In this episode, Susan Lambert joins Dr. Nadine Gaab to discuss dyslexia and the developmental progression of the brain and behavior of students as they learn to read. Dr. Gaab, an Associate Professor of Education at the Harvard Graduate School of Education, focuses on both typical and atypical learning trajectories from infancy to adulthood, with a special emphasis on language and reading development and the role of the environment in shaping these trajectories. In this episode, Dr. Gaab provides further insight into these developmental trajectories as they relate to early intervention for at-risk students. She differentiates between early diagnosis of dyslexia versus early identification of at-risk students. Adding nuance and complexity to the discussion of dyslexia, Dr. Gaab emphasizes the ways educators can ensure that all students experience the joy of learning to read.Quote:“We want to make sure that we find everyone who is struggling with learning to read and make sure that everyone gets to experience the joy of learning to read.“ —Dr. Nadine GaabShow Notes:Gaab Lab website Gaab Lab - myths about dyslexia , by Nadine Gaab National Center for Improving LiteracyVideo - How the brain learns to read by Nadine Gaab Tracing the Roots of Language and LiteracyReading to Rewire 

In this episode, Susan Lambert is joined by Elsa Cárdenas-Hagan to discuss the unique challenges and opportunities presented when teaching multilingual learners how to read. Dr. Cárdenas-Hagan is a bilingual speech language pathologist and a certified academic language therapist. She is also the director of Valley Speech Language and Learning Center in Brownsville, Texas. She discusses how teachers can make connections between students’ home languages and English in order to celebrate their language and give them new tools to better understand English. She stresses the importance of teachers educating themselves on their students’ home languages so they can spot orthographic and phonological similarities and differences. Lastly, she highlights the importance of educators collaborating for the success of the students.Quotes: “The more we’re able to read, the more we’re able to learn.“—Dr. Elsa Cárdenas-Hagan “Sometimes as teachers, we feel so overwhelmed with, “Oh, I don't know that language. How in the world am I going to introduce a whole new thing?” Instead we should be starting to understand connections.”—Dr. Elsa Cárdenas-Hagan Show Notes:Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction by Elsa Cárdenas-HaganPresentation: Making Connections for Structured Literacy Instruction Among English LearnersReading SOS Special Video Series: Expert Answers to Family Questions About ReadingOnline book study of Literacy Foundations for English Learners By Dr. Elsa Cárdenas-HaganMylanguages.orgEpisode Content Timestamps*3:00: Who is Elsa Cárdenas-Hagan?10:00: Different models of programs for English language learners and how to use them16:00: There's not one right and one wrong model19:00: Scarborough's Rope in the context of English language learners25:00: Making connections between English and other languages: Resources and encouragement32:00: The importance of structured literacy to English language learners40:00: Book: Literacy Foundation for English Learners by Elsa Cárdenas-Hagan51:00: Advice for teachers who only speak English59:00: Reading disability prevention and support *Timestamps are approximate, rounded to nearest minute

In this episode, Susan Lambert is joined by Dr. Julie Washington to discuss linguistic variety and dialects as difference, not error, and how to best support all students as they learn to read. Dr. Washington, professor in the School of Education at the University of California, Irvine (UCI) and a speech-language pathologist, offers practical advice for educators teaching reading to children who don’t use general American English and discusses how to do so in a way that respects students' community languages and dialects. She reminds educators that students rise or fall to the expectations set for them, and encourages educators to remember that if they embrace language variety as something that needs to be understood and incorporated into developing successful readers, they will develop successful readers.Quotes:“Teachers need to know about the language variety that their students are speaking.” —Dr. Julie Washington“Educating yourself as a teacher and recognizing where there is variety and difference and not error is critical for how you'll respond to it.” —Dr. Julie WashingtonShow Notes:Teaching Reading to African American Children by Julie A. Washington and Mark S. SeidenbergCultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy MuhammadEpisode timestamps*02:00 Introduction: Who is Julie Washington?07:30 Linguistic variety and the simple view of reading11:02 Understanding General American English16:00 Challenges faced by high density dialect users31:00 Addressing the fourth grade reading benchmark and NAEP data35:00 Introduction to the Julie Washington’s article with Mark Seidenberg8:00 Key Recommendations for teachers from the article41:00 Expanding children’s knowledge before school47:00 Constructive Responses to dialects in the classroom54:00 Final thoughts and encouragement for educators*Timestamps are approximate, rounded to nearest minute

In this episode, Susan Lambert joins elementary educator Lindsay Kemeny for a conversation about her journey of discovery with the Science of Reading. A current second grade teacher with ten years of experience in elementary education, Lindsay Kemeny has been published in the Reading League Journal and spoken alongside literacy experts like Emily Hanford. In this episode, Lindsay discusses how she processed her shock and guilt at realizing she’d never been taught how to properly teach reading. She also discusses the journey she took as a mother and an educator when her son was diagnosed with severe dyslexia alongside depression, and how that inspired her to dive into what is needed for good literacy instruction and what students with learning disabilities need. Listeners will also hear stories from additional educators from across the country about how the Science of Reading has transformed their classrooms.Show Notes:The Learning Spark blogSink or Swim: The Appearance of Reading by Lindsay KemenyQuotes:“The ability to read is so tightly connected to our self-esteem.” —Lindsay Kemeny “I love the phrase we have in the Science of Reading community: Know better, do better.” —Lindsay Kemeny Content Warning:CW // depression, suicideThis episode includes discussion of depression and suicidal thoughts, specifically as it impacts students with learning disabilities. This is a very sensitive but important topic that impacts educators, parents, and students alike. It is also a pivotal part of today’s guest’s story. We understand that not everyone is in a place to listen to today’s episode and we look forward to having you with us next week. If you or a loved one is struggling with depression or suicidal thoughts please call the national suicide prevention hotline at 1-800-273-8255. For additional resources, please visit: https://suicidepreventionlifeline.org/

In this episode, Sue Pimentel—co-founder of the nonprofit StandardWorks, founding partner of Student Achievement Partners, and lead author of the Common Core State Standards for ELA—joins Susan Lambert to discuss her new report "Reading as Liberation—An Examination of the Research Base." Sharing key insights, she expands on her findings about personalization, literacy accelerators, and implementation, as well as how mutual respect between student and teacher is key to reading success.Quote:“Reading is power. In our society, in our culture, it is about power and freedom when you learn how to read.” - Sue PimentelResources:Reading as Liberation—An Examination of the Research Base by Sue Pimentel, Meredith Liben, and Student Achievement PartnersAnnouncements:Looking to adopt the Science of Reading in your classroom or district? We have all the tools to help you make the shift at scienceofreading.amplify.comAnnouncing the inaugural Science of Reading Star Awards! Nominate a Science of Reading champion in your district for a chance to win $500. https://amplify.com/sor-star-awards/

In this episode, Susan Lambert sits down with Lauren Trakhman and Patricia Alexander, professors from the Department of Human Development and Quantitative Methodology within the College of Education at the University of Maryland, College Park, to discuss their research on the effectiveness of teaching reading in print vs. digitally. Their conversation explores the ways in which teaching reading in print remains vital even in a digital world. Drs. Trakhman and Alexander also explain why it's important to avoid making assumptions about students' abilities to use technology and how that can be a detriment to reading success. Lastly, they discuss strategies for using technology to boost children's foundational skills.Quotes: “Rule one is: no teacher at any level should assume that their students are digital natives.” - Dr. Patricia Alexander“As we saw in this pandemic, reading digitally is not going anywhere ... and, in fact, is what made learning even a possibility the past year and a half.” - Dr. Lauren TrakhmanResources:Lauren Trakhman Bio and researchPatricia A. Alexander Bio and researchAnnouncements: Looking to adopt the Science of Reading in your classroom or district? We have all the tools to help you make the shift at scienceofreading.amplify.comAnnouncing the inaugural Science of Reading Star Awards! Nominate a Science of Reading champion in your district for a chance to win $500. https://amplify.com/sor-star-awards/

 This episode features Dr. Sheila Clonan discussing her work with identifying learning disabilities (particularly dyslexia) in children. Dr. Clonan also explores the mental and emotional effects of learning to read with dyslexia and how it impacts behavior and self-concept, providing two insightful analogies that illustrate what it feels like for students who aren’t given explicit instruction but are still expected to know how to read. She then ends the episode with practical advice for educators and parents on how to support and encourage children.Quotes: “Find your child's interests or your student's interests and strengths and pursue those and give them opportunities to let those feed their soul.”“I don’t think there’s anyone who goes into teaching, not caring about children and not wanting what’s best for children.”Show Notes:Dyslexia by Sally E. ShaywitzInternational Dyslexia Association Fact SheetsWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

Dr. Tracy Weeden, CEO and President of the Neuhaus Education Center, joins host Susan Lambert to discuss ensuring literacy success for all. She shares what it means to be a literacy ally, what the ‘COVID Chrysalis’ is, and how teachers need to bridge the gap between the language students learn in school and the language they bring from home.Quote: “Quality of life and literacy are intrinsically tied to one another.”Resources:Want to discuss the episode? Join our Facebook group Science of Reading: The Community.