Science of Reading: The Podcast

Dr. Karen Betz, Assistant Professor of Literacy and Coordinator of Reading Science Programs at Marian University, shares her insights on improving teacher education for literacy success. She discusses her groundbreaking master's program in reading science and highlights the need for collaboration between universities and schools. Betz introduces a course alignment planning tool designed to ensure educators’ materials meet reading science objectives. She also encourages current teachers to actively participate in reforming higher education, fostering transparency and inquiry in educator preparation.

Claude Goldenberg, Ph.D., a Stanford professor and advocate for ending the reading wars, teams up with Susan Lambert to tackle listener questions. They discuss resolving the conflicting materials often faced by educators and strategies for supporting students significantly behind grade level. The duo emphasizes nurturing multilingual learners and the importance of integrating evidence-based practices in reading instruction. Auditory and visual systems' roles in reading development are also explored, alongside how to advocate for science-driven methods in classrooms.

Young-Suk Grace Kim, a professor at UC Irvine and expert in literacy, joins the conversation to share her insights on the Interactive Dynamic Literacy Model. She discusses the fascinating interplay between reading and writing, emphasizing their mutual enhancement through integrated instruction. Listeners will learn about the critical connections between literacy skills, including how weakness in oral language affects reading comprehension and composition. Dr. Kim advocates for teaching these skills synergistically to improve educational outcomes.

Join Adrea Truckenmiller, Ph.D., an Associate Professor at Michigan State University and expert in academic language, as she unpacks the complex world of academic language. Discover the difference between informational and narrative text structures and the significance of morphological complexity. Adrea shares effective strategies for explicit instruction, practical examples for classroom implementation, and innovative assessment tools like the Writing Architect. Her passion for special education shines through as she encourages educators to engage in transforming literacy instruction.

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 discussion, Jane Ashby, Ph.D., a professor at Mount St. Joseph University and expert in reading science, delves into the concept of 'settled science' and its implications for teaching phonology. She emphasizes the significance of phonology in reading comprehension and vocabulary growth, arguing for practical teaching methods over the latest research trends. Ashby also introduces insightful strategies for helping students transfer oral skills to literacy tasks, making a compelling case for the lasting impact of phonemic awareness on literacy development.

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.