Science of Reading: The Podcast is launching a special miniseries dedicated to multilingual/English learners (ML/ELs)! Host Susan Lambert will chat with leading researchers and practitioners about how the Science of Reading supports ML/ELs and why this is so important. Through exploration of the key research and enlightening discussions, Susan and guests will discuss the optimal use of the Science of Reading to enhance students’ classroom experiences and overall learning journeys. Listen to this trailer for a sneak peek and be sure to subscribe now so you don’t miss this exclusive miniseries—the first episode is out April 30!

Susan Lambert joins biliteracy expert and professor Lillian Durán, who holds a doctorate in educational psychology from the University of Minnesota and researches the improvement of instructional and assessment practices with preschool-aged multilingual/English learners.Durán begins by pointing out the difference between being bilingual and biliterate, then describes the key advantages of being bilingual and the unique skills students who speak multiple languages bring to school. She then discusses how the Simple View of Reading connects to Spanish, the double standard that often occurs when bilingual students are celebrated vs. when they are not, and the process of screening and assessment for multilingual/English learner students. Lastly, Durán compels educators to avoid viewing biliteracy and dual language support as a sub-population of their classroom and instead prioritize the development of students’ home languages, whatever they may be, alongside English instruction.Show notes:Listen: Science of Reading: The Podcast biliteracy playlistQuotes:“Language is inextricably linked to culture. We want to make sure these families and children feel valued and honored within our schools.” —Lillian Durán, Ph.D.“No matter what language you start to learn some of those skills in, there's a transfer and understanding of how to listen to sounds and how to put sounds together.” —Lillian Durán, Ph.D.

Join Susan B. Neuman, professor of early childhood and literacy education at the Steinhardt School at New York University, in our Deconstructing the Rope series. She explains the important link between background knowledge and reading comprehension in the Science of Reading, and shares her five research-based principles to build knowledge networks in literacy instruction. She also highlights the connection between speech and reading, and previews her upcoming studies on the role of cross-media connections in children’s learning.Show notes: Book: Changing the Odds for Children at Risk, by Susan B. Neuman. (More books in the link.)Article: “Developing Low-Income Children's Vocabulary and Content Knowledge through a Shared Book Reading Program” by Susan B. Neuman and Tanya KaeferArticle: “The Information Book Flood: Is Additional Exposure Enough to Support Early Literacy Development?" by Susan B, NeumanQuotes: “What you’re helping children do is create a mosaic, putting all those ideas together in a knowledge network. If you don’t do it explicitly, many children cannot do it on their own.” —Susan B. Neuman“We’ve got to start early. We’ve got to start immediately, and know that children are eager to learn and use the content to engage them.” —Susan B. Neuman

Catherine Snow, Ph.D., Professor of Cognition and Education at the Harvard Graduate School of Education, joins Susan Lambert on this episode to reflect on the state of language and literacy instruction in the U.S. They begin their conversation by discussing linguistics in young children and the relationship between language and literacy, before diving into Dr. Snow’s biggest takeaways from her work on the National Research Council report, “Preventing Reading Difficulties in Young Children." Susan and Dr. Snow talk about building vocabulary, growing student curiosity in reading, and exposing students to academic language. Dr. Snow talks about the specific tools educators should be given for meaningful help in the classroom, shares her hopes—and fears—for the future of reading instruction in this country, and explains why she encourages teachers to let their classrooms be noisier.Show notes:Read: National Research Council Report: Preventing Reading Difficulties in Young ChildrenRead: Reading for Understanding: Toward an R&D Program in Reading ComprehensionQuotes:“Part of preventing reading difficulties means focusing on programs to ensure that all children have access to books from birth and that they have access to adults who will read those books with them and discuss them.” —Catherine Snow, Ph.D.“I see academic language and exposure to academic language as an expansion of children's language skills that both contributes to successful literacy—successful reading comprehension—and gets built through encounters with texts, but also encounters with oral activities.” —Catherine Snow, Ph.D.“Let your classroom be noisier. Let the kids be more engaged and more socially engaged, because that is actually a contribution to their language development and to their motivation to keep working.” —Catherine Snow, Ph.D.Episode timestamps*2:00 Introduction: Who is Catherine Snow?3:00 Linguistics in young children6:00 What is language? 8:00 Language and its impact on literacy14:00 National Research Council Report: Preventing Reading Difficulties in Young Children22:00 Building vocabulary and a love for reading26:00 Academic language28:00 “Science of Reading” movement and the reading wars33:00 Scientific research in the hands of educators in the field36:00 Tools teachers need in their toolbox38:00 Hopes and fears for the future of the “Science of Reading movement”41:00 Final advice*Timestamps are approximate, rounded to nearest minute

Dr. Greg Ashman explores cognitive load theory, working memory vs long-term memory, and the importance of evidence-based teaching. He emphasizes the need for structured teaching methods and debunking the idea that kids only need to practice skills. Ashman advocates for questioning teaching methods and ensuring they are based on evidence for optimal student learning outcomes.

Award-winning researcher Sharon Vaughn discusses building reading comprehension as a learning outcome. Topics include asking the right comprehension questions, teaching background knowledge, and avoiding strategy overload in the Science of Reading.

Dr. HyeJin Hwang is an assistant professor and literacy researcher whose research interests revolve around reading comprehension and content learning in K–12 settings, particularly for multilingual students. In this week’s episode of the podcast, HyeJin Hwang talks with Susan Lambert about background knowledge (what it is, how it’s built, and more), the importance of broad knowledge, the connections between knowledge and vocabulary, and unit planning rather than lesson planning. English wasn’t Dr. Hwang’s own first language, and her research on supporting multi-language learners is informed by her own experiences learning English and later teaching English as a second language.  Whether you’re just starting to establish a solid foundation on knowledge building or you’re looking to explore the topic from new angles, this episode is the one to listen to.Show Notes: Meta-Analysis: “Effects of integrated literacy and content-area instruction on vocabulary and comprehension in the elementary years: A meta-analysis,” by HyeJin Hwang et al., 2021Practitioner Paper: “What research says about leveraging the literacy block for learning” (p.35-48), by HyeJin Hwang et al., 2021Read: “Making the most of read-alouds to support primary-grade students’ inference-making," by HyeJin Hwang et al., 2023Read: “A longitudinal investigation of directional relations between domain knowledge and reading in the elementary years,” by HyeJin Hwang, et al., 2022Read: “The multidimensional knowledge in text comprehension framework,” by Kathryn S. McCarthy and Danielle S. McNamara, 2022Listen: S8E1, with Reid Smith and Pamela SnowListen: S8E2, with Molly Ness Quotes: “Knowledge building cannot wait… Start from the beginning of schooling, from early grades. Multilingual students and monolingual students, they both need support developing knowledge and literacy skills.” —HyeJin Hwang“In knowledge building, we usually like to go for cultivating in-depth knowledge. That means interconnected ideas need to be told throughout multiple lessons, multiple classes, rather than planning individual separate lessons.” —HyeJin Hwang“When readers have good broad knowledge, prior knowledge, then it is more likely the readers can recall text information ideas, and they can make better inferences about missing ideas in text.” —HyeJin HwangEpisode Content Timestamps*2:00: Introduction: Who is Dr. HyeJin Hwang?6:00: Comprehension models8:00: What is background knowledge?10:00: Activating and integrating background knowledge15:00: Mitigating background knowledge issues21:00: Strategy instruction22:00: What should knowledge building instruction look like for students?27:00: Advice for elementary school teachers to change their instruction32:00: Broad knowledge and why it matters38:00: Content knowledge and multilingual learners44:00: Final thoughts and advice*Timestamps are approximate, rounded to nearest minute

Maryanne Wolf, esteemed literacy expert and director of UCLA's Center for Dyslexia, delves into the tensions of literacy instruction. She talks about the plea to preserve deep reading in the digital age, literacy and screens, and the most pressing topics in research on the brain and literacy. She also emphasizes the importance of teachers and passing on knowledge.

As a writer of several books for teachers and parents, former kindergarten teacher, and current associate professor of language and literacy in the Department of Teacher Education at Michigan State University, Tanya S. Wright, Ph.D., has maintained focus on a singular question: How can we most effectively work with students in the early education setting? In answering that question, Wright has researched and written on two interesting areas: vocabulary development, and best practices for literacy development in young children. Listeners will come away from this conversation with some great tips and strategies for developing vocabulary, working effectively with younger students, and integrating writing and vocabulary.Show notes:Read: “A Teacher's Guide to Vocabulary Development Across the Day: The Classroom Essentials Series”Read: “Literacy Learning for Infants, Toddlers, and Preschoolers: Key Practices for Educators”More from Dr. Wright: Follow Tanya S. Wright on XQuotes:"We need kids to be able to sound out the words, but we also need them to know what they mean. Otherwise, the text won't make sense. So we really need to be working on both of these at the same time." —Tanya S. Wright"Really value what kids bring to the classroom, even if it's not perfect yet, or if it's not exactly what adults would say." —Tanya S. Wright"It's really important that we're thinking about purposeful, planned, and intentional vocabulary supports to make sure that everybody is included in the learning and can participate in the classroom." —Tanya S. Wright"Realistically, kids love to learn big words. They make use of them. They don't really differentiate it. So that's an adult imposition, right? Which ones are the big ones or which ones are the hard ones? If we use them with kids, they will use them too. And enjoy it." —Tanya S. WrightEpisode content timestamps*:2:00: Introduction: Who is Tanya Wright?4:00: Journey to studying vocabulary: What is the importance?6:00: What does it mean to know a word?11:00: How do knowledge and vocabulary connect and why can't they be divorced?17:00: Tips for being planned and purposeful with vocabulary instruction22:00: Integrating vocabulary across content areas27:00: What would you say to someone who says a word is "too hard" for a kid?33:00: How has your thinking changed about the approach to vocabulary from when you started your research?37:00: Final advice for educators*Timestamps are approximate, rounded to the nearest minute. 

Dr. Jasmine Rogers discusses Black language perception and teacher strategies in the classroom. She shares insights on allowing students to be themselves, teacher approaches for inclusivity, and emotional stories. Dr. Rogers emphasizes introspection for impactful teaching and explores the importance of embracing language diversity.