Science of Reading: The Podcast

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.

HyeJin Hwang, an assistant professor and literacy researcher at the University of Minnesota, shares her insights on reading comprehension and content learning for multilingual students. She discusses how background knowledge affects understanding and vocabulary development. Hwang emphasizes the importance of connecting existing knowledge to new learning, particularly for emergent bilinguals. Her personal journey as an ESL teacher enriches her research, focusing on inclusive strategies that enhance literacy for all students.

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.

Tanya S. Wright, an Associate Professor of Language and Literacy at Michigan State University and former kindergarten teacher, shares valuable insights on optimizing vocabulary development in young learners. She emphasizes the critical connection between vocabulary and early literacy, offering practical strategies for educators. Wright discusses the importance of integrating vocabulary instruction across all subjects and fostering inclusive classrooms. Her anecdotes highlight the need for engaging young students through purposeful and interactive learning experiences.

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.

Margaret McKeown, retired professor and decades-long researcher, talks about the importance of vocabulary, effective instruction methods, and the role of informal instruction. She emphasizes the significance of tier two words for knowledge building and highlights the need for interactive and ongoing instruction. Listeners will gain insights into bolstering vocabulary instruction in their own communities.