Susan Lambert joins biliteracy expert and professor Dr. 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 dual language learners (DLLs).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 often occurring when bilingual students are celebrated vs. when they are not, and the process of screening and assessment for multilingual students. Lastly, Dr. 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.Quotes: “Language is inextricably linked to culture. We want to make sure these families and children feel valued and honored within our schools.” —Dr. Lillian Durán“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.” —Dr. Lillian Durán Episode Content Timestamps*0:30: Introduction: Who is Dr. Lillian Durán3:00: Multilingual vs. Multiliterate 7:00: Benefits of being bilingual9:00: How the simple view of reading framework relates to Spanish13:00: Double standards when it comes to bilingualism17:00: Assessment for Spanish speaking chlidnrn26:00: Promoting Spanish language and literacy development within English-only instructional environments30:00: Final thoughts and advice*Timestamps are approximate, rounded to nearest minute

In this episode, host Susan Lambert is joined by Lacey Robinson, Chief Executive Officer of UnboundEd. Robinson opens the podcast by telling her personal story of learning to read, discussing those who influenced her, and sharing how literacy empowered her to pursue education reform. Robinson emphasizes the responsibility that educational practitioners and leaders have to dismantle and eliminate all barriers to education. She helps to define equity and equitable instruction and describes the literacy experiences of Black students, stressing how an understanding of history is essential to moving forward and not repeating past mistakes. Lastly, Robinson outlines what productive struggle should look like in the classroom, encouraging educators to embrace their students’ local, cultural, linguistic, and historical context to enable more rigorous reading opportunities. Listen now. Quotes:“Not everybody has to love to read. Everybody deserves the right to read."— Lacey Robinson“I would lose myself in books. I would wrap myself up in characters and lands and places. My mother told me that day that once they taught me how to read, nobody would ever be able to take that away.” —Lacey Robinson Show notes: GLEAM instructionUnboundEdEstimated timestamps*1:00: Introduction: Who is Lacey Robinson?10:00: Lacey Robinson's work at UnboundEd18:00: Anti-bias toolkit21:00: DEI and the Science of Reading34:00: Equity at the center of design38:00: Overcoming fear and shame40:00: Gleam instructional framework48:00: Rigorous and productive instruction53:00: New things in the works for Lacey Robinson57:00: Reflections on Lacey's younger self59:00: Final thoughts*Timestamps are approximate, rounded to nearest minute

In this episode, Susan Lambert sits down with all of our Science of Reading Star Award winners to discuss their journey with the Science of Reading—from the very beginning, to the work they are doing now. Susan is joined by Brittney Bills (Curriculum Coordinator, Grand Island Public Schools, Nebraska) and Alli Rice (Elementary ELA Lead, Kansas City Public Schools, Kansas), who both won our Amplifying Your District award. Susan also talks with Anila Nayak (Instructional Coach and Reading Intervention Teacher, Los Angeles Unified School District, California), winner of our Superstar award that celebrates a teacher who has made a direct impact on their students by applying the Science of Reading. Lastly, this episode features Cathy Dorbish (Principal, Austintown Elementary School, Ohio), who won the Standout School award that celebrates educators successfully shifting their school to the Science of Reading. These incredible educators share their stories of driving change, giving listeners inspiration and advice to take back to their own schools and classrooms.Quotes:“School is a happy place. You need to enjoy being with the kids and making a lasting impact that really matters.” —Anila Nayak“When you’re helping teachers and supporting other people’s classrooms, you do as much as you can.” —Alli RiceShow notes: Learn more about our winners.Read Brittney’s spotlight.Read Alli’s spotlight.Read Anila’s spotlight.Read Cathy’s spotlight.

In this episode, Susan Lambert joins senior product specialist at Amplify, Kamilah Simpson. Kamilah’s roots in education took shape when she was a Title 1 middle school intensive reading teacher and from there she became an instructional coach. Kamilah shares her knowledge with podcast listeners as she dives into teaching reading to middle school students. She gives tangible advice on how to allow for productive struggle so that students can learn through discovery. Some of the topics Kamilah highlights include complex text and rigor, learning to scaffold, the importance of having students listen to text, incorporating writing practice, and supporting students without over-supporting. Finally, Kamilah stresses the importance of motivating middle school students to read by providing texts that they can see themselves and their world in.Quotes: “Students are going to write more when they have something to write about. It goes back to that discovery. It goes back to allowing them to have a productive struggle.” —Kamilah Simpson“Are these texts that my students can find something of themselves in? Or are these just texts that have absolutely nothing to do with anything pertaining to their lives, their world, or their peers? What would motivate them?” —Kamilah Simpson

In this episode, Susan Lambert sits down with Kareem Weaver to discuss change management for educators implementing the Science of Reading. Kareem Weaver is a member of the Oakland NAACP Education Committee and a leader of the organization Full and Complete Reading is a Universal Mandate (FULCRUM). He was also an award-winning teacher and administrator in Oakland, California, and Columbia, South Carolina. Kareem discusses what the Science of Reading is at the simplest level and why it’s important that educators are undivided in backing the research. He goes on to give an impassioned plea to educators to come together, because this is an issue that impacts all kids. Kareem also highlights the importance of meeting educators where they are and realizing that change cannot happen if teachers aren’t given the tools and support they need first. Lastly, Kareem calls for systemic changes to education so that teachers can do their jobs in a way that is balanced, sustainable, and ultimately benefits the students.Quotes: “In order to save our kids and to get them competitive in the information age, they have to be able to access information. And so we’ve got to focus on literacy.” —Kareem WeaverShow Notes:FULCRUM: Full and Complete Reading is a Universal MandateEpisode Timestamps*1:00: Who is Kareem Weaver?3:00: Shortcoming in undergraduate education prorgrams4:00: Diagnosing Dyslexia9:00: The meaning of "the Science of Reading"12:00: Literacy is an issue that affects everybody16:00 FULCRUM organization and its origins21:00: What does FULCRUM stand for?23:00: Literacy, equity, and incarceration32:00: Change management46:00: Making the shift to the Science of Reading50:00: Supporting teachers57:00: Science of Reading movement: Opportunities and concerns*Timestamps are approximate, rounded to nearest minute

In this episode, we join Susan Lambert as she revisits a conversation she had during season 1 with Dr. Nancy Nelson, a research assistant professor at the Center on Teaching and Learning at the University of Oregon. They discuss myths and misconceptions around Response to Intervention (RTI), Multi-Tiered Systems of Support (MTSS), and universal screening in reading instruction. Dr. Nelson also describes her work on DIBELSⓇ and explains the importance of dyslexia screeners and what tools need to be in place for RTI to work well.Quotes: “Education is one of the few things that students experience in life that has the ability to change their trajectory.” —Dr. Nancy Nelson“I feel very strongly that students get access to instruction that is delivered through evidence-based practices, because that’s what we know works.” —Dr. Nancy Nelson

In this episode, we join Susan Lambert as she talks to 10th grader Hadyn Fleming about his experiences growing up with dyslexia. Hadyn shares his story of moving around a lot and what it took in his educational journey to feel like he had the tools and resources to be successful. Hadyn openly discusses the experiences that made a difference in his life and candidly discloses what it really feels like to have dyslexia. He also shares the way that dyslexia impacts all facets of education and, conversely, how becoming a confident reader gave him increased confidence in other areas of his life. Lastly, Hadyn helps debunk dyslexia myths, and talks about how an educator's belief in their students' potential is essential to student success.Quote: “Give us the opportunity to be great and we will not disappoint you.” —Hadyn FlemingShow Notes:Rocky Mountain Camp for Kids with Dyslexia https://www.verticalskillsacademy.org/

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