Science of Reading: The Podcast

Jacquey Barber, director of design & development at UC Berkeley’s Lawrence Hall of Science, examines her research on the symbiotic relationship between literacy and science and what educators should be looking for in high-quality, literacy-rich science curricula.Quotes: “Literacy is a domain in search of content; science is a domain in need of communication.”“Develop opportunities for students to learn to read, write, and talk like scientists do.”Resources:UCLA CRESSTThe Knowledge Gap: The Hidden Cause of America's Broken Education System—and How to Fix It by Natalie WexlerNo More Science Kits or Texts in Isolation by Jacqueline Barber and Gina Cervetti. Podcast Discussion GuideWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

David and Meredith Liben, nationally recognized reading experts and co-authors of Know Better, Do Better, discuss effective literacy instruction. They share their journey from struggling teachers to advocates for evidence-based solutions. The Libens emphasize the importance of systematic phonics and tailored methods to address unfinished learning in reading. They also highlight the crucial need for access to grade-level texts and the role of educators in ensuring every student can read. Their insights aim to inspire both teachers and parents in fostering literacy.

Laurence Holt, language acquisition expert and author of the Learning to Read primers, joins host Susan Lambert to discuss the simple view of reading, how the brain rewires itself to learn how to read, and the importance of background knowledge in language comprehension.Quotes: “Learning how to read is such a pivotal moment in all of K-12.”“Decoding and language comprehension need to come together in order to become an expert reader.”Resources:Learning to Read: Primer Part OneLearning to Read Primer: Part TwoPodcast discussion guideWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

Larry Berger, CEO of Amplify, discusses the use of innovation and technology to inform teaching and learning, his new initiative called Wide Open School, and how we can step back and let this be a time of joy and creativity for kids––letting them discover a love of reading. Quotes: “Make this a time of exploration and openness."“There is a moment for necessity and necessity brings innovation.”Show notes:Wide Open School Free remote learning resources from AmplifyAmplify websiteWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

Dr. Elfrieda "Freddy" Hiebert, author and founder of the Text Project, shares insights from her research on vocabulary, the etymology of the English language, and the importance of teaching morphology to enable kids to make connections. Quotes: “Vocabulary is the base of building knowledge.”“Vocabulary represents your knowledge and knowledge is what determines your level of comprehension.”Show notes:The Text projectTeaching Words and How They Work by Freddy HiebertTwitterLinkedInFacebookPodcast Discussion GuideWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

Jared Myracle, Chief Academic Officer of the Jackson-Madison County School System in Tennessee, shares his district’s experience in adopting the science of reading and navigating the change management process. He stresses the importance of high-quality instructional materials and implementation fidelity.Quotes: “Don’t be satisfied with where you are. Where could you be if every student was guaranteed this type of education?”“Imagine what your results could be if you did ensure that all students were able to experience systematic phonics instruction and opportunities to build background knowledge throughout their K-12 years.”Resources:The Hidden Mistake School Leaders Should Avoid This Year by Jared MyracleThe Urgency I Feel Around Instruction – and Why I Look to Curriculum by Jared MyracleWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

Ernesto Ortiz, principal at an elementary school in Pennsylvania, discusses how to understand when materials are meaningfully “research-based,” how his school made the shift to the science of reading, and how he is supporting his students with remote learning resources to continue their literacy development at home.Quotes: “We need to be more informed than influenced so that we can look at things with a critical eye.”“As leaders, we need to remain calm and steadfast so we can navigate throughout these unprecedented times.”Resources:Hard Words by Emily HanfordEquipped for Reading Success by David A. KilpatrickThe Simple View of ReadingScarborough’s Reading RopeThe Reading League Speech to Print: Language Essentials for Teachers by Louisa Cook Moats, Ed.D.Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It by Mark SeidenbergErnesto's blog: Decoding LeadershipWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

David Steiner, Professor and Executive Director of the Institute for Education Policy at Johns Hopkins University, and Susan examine how school closures are impacting learning across the nation, how districts are responding to the rapidly-changing environment, and why maximizing our educational reach via technology should be a priority.Quotes: “This is a wake-up call to districts to really see that this digital inequality cannot persist.”“Don’t make the ideal the enemy of the possible.” Resources:USDOE Fact Sheet March 20, 2020Report: The Problem with Finding the Main Idea by David SteinerWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

We’ve been thinking a lot about you -- and our hearts go out to you during this confusing and uncertain time. Helping our students continue to learn in this unusual and unsettling situation is not easy.  And here at the Science of Reading podcast, we want to do what we can to support you where we can.ResourcesScience of Reading: The PodcastScience of Reading: The Facebook Community

Susan and Dr. Bruce McCandliss, a professor in the Graduate School of Education at Stanford University, chat about combining neuroscience with education. How does neuroscience help us understand the changes going on in the brain of a child learning to read? Why do some children struggle so profoundly? He shares his research into focusing the student’s attention on letters and sounds versus on the word as a whole.Quotes: “Teachers play a huge role in shaping brain development for reading.”“This is where education and neuroscience are coming together to create a dialogue in the space of how we support children.”Resources:Bringing Words to Life, Second Edition: Robust Vocabulary Instruction by Isabel BeckWhere Is Educational Neuroscience? by John T. Bruer, PhD2019 Education Trends by Carrie Gajowski, MAMinds, Brains, and Learning: Understanding the Psychological and Educational Relevance of Neuroscientific Research by James P. ByrnesPodcast discussion guideWant to discuss the episode? Join our Facebook group Science of Reading: The Community.Episode timestamps*02:00: Introduction: Who is Bruce McCandless?02:00: Bruce's Journey into Early Literacy and Neuroscience05:00: Cognitive Science vs. Neuroscience07:00: Educational Neuroscience and Brain Development22:00: The Role of Teachers in Shaping Brain Development39:00: Future Directions in Educational Neuroscience45:00: Conclusion and Takeaways*Timestamps are approximate, rounded to nearest minute