S9 E8: Cognitive science-informed teaching, with Natalie Wexler

Science of Reading: The Podcast

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Biscuits & Jam

1
Biscuits & Jam Returns on March 4th for Season 6 with The War & Treaty! 1:42

7 dagen geleden1:42

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Leuk

1:42

Join us for the launch of Season 6 of Biscuits & Jam on Tuesday, March 4th, 2025 with The War and Treaty’s Michael and Tanya Trotter. Learn more about your ad choices. Visit podcastchoices.com/adchoices

ongeveer een jaar geleden 38:52

MP3•Thuis aflevering

In this episode, Susan Lambert rejoins podcast alum Natalie Wexler to discuss Natalie’s new book Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning. Listeners will gain insights into why this topic is important, what this book offers educators, why Natalie was so drawn to writing this book, and what cognitive science-informed teaching looks like in general. Natalie addresses how cognitive load theory works in practice with literacy, misconceptions about focusing only on phonics, and scaling science-informed instruction. Natalie also answers a question from the listener mailbag about encouraging colleagues to adopt an evidence-based approach.
Show notes:

Connect with Natalie Wexler:
- Website: nataliewexler.com
- Pre-order Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning: https://ascd.org/books/beyond-the-science-of-reading?variant=125006
- Substack: Minding the Gap, by Natalie Wexler
Resources:
Join our community Facebook Group: www.facebook.com/groups/scienceofreading
Connect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/
Listen to Illinois administrator Serena Klosa on Beyond My Years!

Quotes:
“We’re overlooking the ways in which the typical approach to teaching reading comprehension and writing actually conflict with what cognitive science tells us about how people learn to do those things.” —Natalie Wexler

“We spend much more time trying to teach…them to read, but we kind of expect them to just pick up writing. You know, for most kids, it does not happen.” —Natalie Wexler

“No matter how good you are at making inferences, if you don't have the requisite background knowledge, you're not gonna be able to do it.” —Natalie Wexler

“It doesn't work to just ask inexperienced writers to just write down stuff. That is not going to provide the cognitive benefits.” —Natalie Wexler
Episode timestamps*
02:00 Introduction: Who is Natalie Wexler?
04:00 Natalie’s new book
07:00 What is the science of learning?
11:00 Connecting the science of learning to reading, writing, literacy
14:00 Automaticity and cognitive load theory
17:00 Transferable vs non-transferable skills
22:00 Strategies to release cognitive load when learning new skills
24:00 Learning to write, writing to learn.
29:00 Bringing science informed teaching to scale
32:00 What readers will take away from the book
33:00 Mailbag question: How can one person get more colleagues to use an evidence-based approach?
36:00 Final thoughts
*Timestamps are approximate

153 afleveringen

#Science #Social Sciences #Amplify Education #Early Literacy #Science Of Reading #Teaching Trends #Podcasting Education #Teaching #Amplify

Science of Reading: The Podcast

S9 E8: Cognitive science-informed teaching, with Natalie Wexler

Science of Reading: The Podcast

251 subscribers

published ongeveer een jaar geleden

MP3•Thuis aflevering

Connect with Natalie Wexler:
- Website: nataliewexler.com
- Pre-order Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning: https://ascd.org/books/beyond-the-science-of-reading?variant=125006
- Substack: Minding the Gap, by Natalie Wexler
Resources:
Join our community Facebook Group: www.facebook.com/groups/scienceofreading
Connect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/
Listen to Illinois administrator Serena Klosa on Beyond My Years!

“We spend much more time trying to teach…them to read, but we kind of expect them to just pick up writing. You know, for most kids, it does not happen.” —Natalie Wexler

“No matter how good you are at making inferences, if you don't have the requisite background knowledge, you're not gonna be able to do it.” —Natalie Wexler

153 afleveringen

#Science #Social Sciences #Amplify Education #Early Literacy #Science Of Reading #Teaching Trends #Podcasting Education #Teaching #Amplify

Alle afleveringen

Science of Reading: The Podcast

1
S9 E11: Writing the way to better reading, with Judith Hochman, Ed.D. 38:20

6 dagen geleden38:20

38:20

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Judith Hochman, Ed.D., co-author of “ The Writing Revolution .” Their conversation begins as Dr. Hochman recalls the early days of writing instruction and research, then delves into the connection between better writing and better reading. Dr. Hochman touches upon topics such as writing comprehension, her experience implementing writing instruction as a classroom teacher and as an administrator, and how the writing revolution came to be. She also answers a question from our listener mailbag, providing a detailed overview of the scope and sequence for transitioning student writing from sentence composition to paragraphs to whole texts. Show notes Resources Read: The Writing Revolution 2.0: A Guide to Advancing Thinking Through Writing in All Subjects and Grades Website: The Writing Revolution Read: “ The Writing Revolution” in The Atlantic Join our community Facebook group: www.facebook.com/groups/scienceofreading Connect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/ Quotes: “I had an epiphany that our students really had to learn writing as a second language.” —Judith Hochman “Having students write a lot is not teaching writing. It's just like if you put a lot of books in a classroom, students don't magically begin to read.” —Judith Hochman “This is not learned by osmosis, and it's not learned by vague feedback like, ‘Make it better,’ or, ‘Add more details.’ You've got to be very granular. This is not a naturally occurring skill in human development for any of us.” —Judith Hochman Episode timestamps* 03:00 Introduction: Who is Judith Hochman? 06:00 Time as an administrator 09:00 Judith’s early days of teaching writing 11:00 Classroom activities for teaching students to write 12:00 Atlantic article and NYC high school case 15:00 The writing revolution 16:00 How kids learn to write based on the research 20:00 Listener mailbag question 21:00 Writing and comprehension 27:00 Transitioning from writing sentences to writing paragraphs 34:00 Final thoughts *Timestamps are approximate…

Science of Reading: The Podcast

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S9 E10: Phonology as a settled science, with Jane Ashby, Ph.D. 44:12

20 dagen geleden44:12

44:12

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Jane Ashby, professor in the Reading Science doctoral program at Mount St. Joseph University. They define the concept of “settled science” as a jumping-off point before digging into phonology and the argument for not always basing your teaching practice on the newest research. Dr. Ashby touches on the impact of phonology on comprehension, the Matthew Effect, and why the term “instant words” is more accurate than “sight words.” You’ll walk away from this episode with two practical exercises Dr. Ashby recommends for teaching students to transfer oral segmenting and blending to reading and writing tasks. Show notes Connect with Jane Ashby: Mt. St. Joseph University Resources Teaching Phonemic Awareness in 2024: A Guide for Educators Read: Phonological recoding and self-teaching: sine qua non of reading acquisition More: The Four-Part Processing Model for Word Recognition Read: Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Join our community Facebook Group: www.facebook.com/groups/scienceofreading Connect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/ Want to hear more of Dr. Ashby? Listen to the bonus episode! Quotes “To store a vocabulary word, it's not enough to have the meaning. You have to have the entry for it, and the entry for it is the sound form of the word.” —Jane Ashby “The greatest gift you can give a kid is letting them know that you see that they're special and that they have something unique that they bring to the world. But the second piece is really, can you help them become a confident, independent reader?” —Jane Ashby Episode timestamps* 2:00 Introduction: Who is Jane Ashby? 6:00 Defining and contextualizing “settled science” 13:00 Phonology as settled science 17:00 Instant words vs sight words 20:00 How phonology impacts comprehension 26:00 Connection to the Matthew Effect 31:00 Listener mailbag question: How do you suggest teachers teach students to transfer oral segmenting and blending to reading and writing tasks? 37:00 Teaching phonemic awareness guide 39:00 Research that should influence teacher practice 41:00 The greatest gift you can give a child *Timestamps are approximate, rounded to nearest minute…

Science of Reading: The Podcast

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S9 E9: Identify Developmental Language Disorder in your classroom, with Tiffany Hogan, Ph.D. 39:29

5 weeks geleden39:29

39:29

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 Hogan X: @tiffanyphogan Facebook: sailliteracylab Instagram: @seehearspeakpodcast Podcast: seehearspeakpodcast.com Resources Website: DLDandMe.org Read: A Review of Screeners to Identify Risk of Developmental Language Disorder Website: Raising Awareness of Developmental Language Disorder Listen: SeeHearSpeak podcast with Tiffany Hogan Policy Paper: If we don’t look, we won’t see: Measuring language development to inform literacy instruction Listen: Focused implementation: Doing less to do more, with Doug Reeves, Ph.D. Join our community Facebook Group: www.facebook.com/groups/scienceofreading Connect 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 language 05:00 Language development and its Impact on literacy 10:00 Variability in language learning 11:00 Developmental Language Disorder (DLD) 18:00 Challenges in Identifying and Supporting DLD 20:00 The Importance of Vision Screening 21:00 Universal Screeners for DLD 24:00 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 Knowledge 30:00 Understanding DLD and Its Challenges 33:00 The Role of Speech Language Pathologists 35:00 Final Thoughts…

Science of Reading: The Podcast

1
S9 E8: Cognitive science-informed teaching, with Natalie Wexler 38:52

7 weeks geleden38:52

38:52

In this episode, Susan Lambert rejoins podcast alum Natalie Wexler to discuss Natalie’s new book Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning. Listeners will gain insights into why this topic is important, what this book offers educators, why Natalie was so drawn to writing this book, and what cognitive science-informed teaching looks like in general. Natalie addresses how cognitive load theory works in practice with literacy, misconceptions about focusing only on phonics, and scaling science-informed instruction. Natalie also answers a question from the listener mailbag about encouraging colleagues to adopt an evidence-based approach. Show notes: Connect with Natalie Wexler: Website: nataliewexler.com Pre-order Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning : https://ascd.org/books/beyond-the-science-of-reading?variant=125006 Substack: Minding the Gap, by Natalie Wexler Resources: Listen: Special: Why the Science of Reading isn't just about reading, with Natalie Wexler Listen: Conversation with Make It Stick author Peter C. Brown Listen: Cognitive load theory: Four items at a time, with Greg Ashman Substack: The Bell Ringer by Holly Korbey Join our community Facebook Group: www.facebook.com/groups/scienceofreading Connect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/ Listen to Illinois administrator Serena Klosa on Beyond My Years ! Quotes: “We’re overlooking the ways in which the typical approach to teaching reading comprehension and writing actually conflict with what cognitive science tells us about how people learn to do those things.” —Natalie Wexler “We spend much more time trying to teach…them to read, but we kind of expect them to just pick up writing. You know, for most kids, it does not happen.” —Natalie Wexler “No matter how good you are at making inferences, if you don't have the requisite background knowledge, you're not gonna be able to do it.” —Natalie Wexler “It doesn't work to just ask inexperienced writers to just write down stuff. That is not going to provide the cognitive benefits.” —Natalie Wexler Episode timestamps* 02:00 Introduction: Who is Natalie Wexler? 04:00 Natalie’s new book 07:00 What is the science of learning? 11:00 Connecting the science of learning to reading, writing, literacy 14:00 Automaticity and cognitive load theory 17:00 Transferable vs non-transferable skills 22:00 Strategies to release cognitive load when learning new skills 24:00 Learning to write, writing to learn. 29:00 Bringing science informed teaching to scale 32:00 What readers will take away from the book 33:00 Mailbag question: How can one person get more colleagues to use an evidence-based approach? 36:00 Final thoughts *Timestamps are approximate…

Science of Reading: The Podcast

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Special Episode: Award-winning ways to put science into practice 25:01

9 weeks geleden25:01

25:01

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 Awards Learn more about our 2024 Star Award winners Subscribe to Beyond My Years Quotes: “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…

Science of Reading: The Podcast

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Special: Lessons from the 2024 National Teacher of the Year, with Missy Testerman 50:45

12 weeks geleden50:45

50:45

This week, we’re highlighting an episode of Beyond My Years , our sibling podcast that gives you exclusive access to all the wisdom of veteran educators. Beyond My Years host, Ana Torres, learns from the best as she sits down with 2024 National Teacher of the Year Missy Testerman. Missy teaches Ana about being open to new ideas and perspectives, offers tips on building relationships with families, and discusses the importance of slowing down. Missy doesn’t shy away from tough topics, like managing the “who knows best” struggles among administrators, teachers, and parents, and knowing when it’s time to step away from teaching, In addition, Classroom Insider Eric Cross and Ana discuss understanding your community, being more flexible in presenting your lessons, and seeking mentorship and continuous growth. Show notes: Connect with Missy Testerman Instagram: @missytesterman2024ntoy LinkedIn: @missy-testerman X: @missytesterman Subscribe to Beyond My Years https://amplify.com/beyond-my-years Follow us on Instagram @amplify.education Connect with Eric Cross: https://www.ericcross.org/ Connect with Ana Torres: https://www.linkedin.com/in/anayansi-ana-torres-m-ed-26a10654/ Quotes: “Find a mentor. Someone you trust. Listen to that person, watch that person, ask that person questions. You know, you don't have to figure this out on your own. People want to help you and you have to take that help. It's not a sign of weakness. It's a sign that you want to be better.” —Missy Testerman “I want them to be proud of where they came from, always, because that's part of their story. It's always going to be an important part of their story.” —Missy Testerman “I have no magic answers. I have some experiences and I have a little bit of wisdom from three decades of time spent in the education field, but I absolutely do not have it all figured out.” —Missy Testerman “The reality is that the journey toward wisdom in any career, especially in education, has to be slow and steady.” —Missy Testerman…

Science of Reading: The Podcast

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S9 E7: Neurodiversity and the reading brain, with Ioulia Kovelman, Ph.D. 43:26

14 weeks geleden43:26

43:26

Susan is joined by Ioulia Kovelman, Ph.D., professor in the Department of Psychology at the University of Michigan, to give educators the perspective of a developmental cognitive neuroscientist on literacy development. Starting with the basics of cognitive science versus brain science, Ioulia gives a comprehensive overview into how the brain changes as children learn to read, including differences seen in neurodiverse students and multilingual/English learners. Ioulia then answers a question from our listener mailbag on neuroscience and dyslexia and how current research can inform teaching strategies. Ioulia ends with a rallying message that scientists, teachers, and children cannot stand alone and need to find ways to connect with each other to strengthen literacy as a whole. Show notes: Submit your literacy questions for a chance to win! Website: Language & Literacy Lab Video: Language & Literacy Project at the University of Michigan Listen: Our mini-series exploring how the Science of Reading serves MLs/ELs Quotes: “We are different learners. And these are really different learners. And by giving them literacy instruction, targeted literacy instruction, we are changing their brains. But that doesn't mean we're making them the same.” —Ioulia Kovelman, Ph.D. “We talked about languages being different. They're exercising slightly different muscles of your language system.” —Ioulia Kovelman, Ph.D. “Science is informed by teachers and children. We're all together. I do not teach children. Teachers don't usually do science. But we have to find ways of connecting with each other.” —Ioulia Kovelman, Ph.D. Episode timestamps* 02:00 Introduction: Who is Ioulia? 06:00 Cognitive science vs brain science 08:00 How the brain changes as children learn to read 11:00 Following brain development for children that struggle with language development 14:00 Physical differences in brain development between the average brain and a neurodiverse brain 17:00 Mailbag question: Neuroscience and dyslexia 20:00 How neuroscience informs teaching strategies for children with dyslexia 25:00 Monolingual vs multilingual brains 33:00 Language literacy lab 38:00 Connecting research to classroom instruction 41:00 Final thoughts *Timestamps are approximate, rounded to nearest minute…

Science of Reading: The Podcast

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S9 E6: Making high-quality text free and accessible, with Susanne Nobles 35:47

16 weeks geleden35:47

35:47

In this episode, Susan Lambert chats with ReadWorks Chief Academic Officer Susanne Nobles, Ph.D., to explore her organization’s mission of making high-quality texts free and accessible to all. Together, they discuss ReadWorks’ Article-A-Day program, which offers articles to build students’ knowledge and vocabulary while supporting teachers with resources that promote topical coherence. Susanne shares insights into why text quality matters, including that kids know when text isn’t worth their time and attention. She also details how ReadWorks ensures the quality of their materials, describes the Spanish-English texts they’ve introduced to support multilingual/English learners, and offers advice for listeners thinking about text quality and cohesion. Show notes: LinkedIn: https://www.linkedin.com/in/susannenobles/ . ReadWorks Instagram: https://www.instagram.com/readworks/?hl=en Quotes: “I have a fear that too much decoding practice can become ‘Why am I reading?’ We lose the ultimate point of why all of us read, which is to learn and to gain meaning.” —Susanne Nobles “Kids know when a text is worth their time.” —Susanne Nobles “We want to put a great book in a kid's hands and have them get excited about reading and therefore get good at reading. And it really goes the other way. And so it's once you build that ability to read, then that excitement comes with reading.” —Susanne Nobles Episode timestamps 02:00 Introduction: Who is Susanne Nobles? 04:00 Overview of ReadWorks 10:00 Article-A-Day Program 12:00 Importance of Topical Coherence 13:00 Why knowledge is important to reading 16:00 Introduction to Decodables 19:00 Text Quality and Evaluation 24:00 Supporting Multilingual Learners 29:00 Audio and Accessibility 33:00 Final Thoughts and Conclusion *Timestamps are approximate, rounded to nearest minute…

Science of Reading: The Podcast

1
S9 E5: What makes a literate brain, with Lori Josephson 36:01

18 weeks geleden36:01

36:01

On this episode of the podcast, Lori Josephson joins Susan to talk about her new book Calling All Neurons! How Reading and Spelling Happen. Lori discusses her journey into literacy and how she saw the need for an accessible, digestible book about the brain science behind learning to read — one that would be enjoyable for adults and students alike. Lori explains what a neuron is and shows how understanding neural networks is essential to understanding learning to read. She also delves into the importance of getting everyone in a student’s life involved in their literacy development. Lori and Susan also answer some listener-submitted questions, prompting discussions on how to help older elementary students who lack foundational skills and advice for educators who work with students with significant cognitive disabilities. Show notes: Submit your literacy questions for a chance to win! Book: Calling All Neurons! How Reading and Spelling Happen Connect with Lori: Website: lorijosephson.com LinkedIn: https://www.linkedin.com/in/lori-josephson/ X: @lorijosephson2 Facebook: Lori Josephson Instagram: @calling_all_neurons Read: Towards a dynamic, comprehensive conceptualization of dyslexia Dr. Nancy Young's Ladder of Reading Watch: Lori Josephson on the Facebook group Science of Reading—What I Should Have Learned in College Quotes: “I firmly believe that no matter how old you are, you still need to learn the same information.” —Lori Josephson “In my mind, I use this equation. Knowledge equals motivation, equals active learning, equals resilience, equals success.” —Lori Josephson “Creating a literate brain is a team sport. Everyone needs to be involved. The parents, caregivers, teachers—they need to be engaged in an interactive way.” —Lori Josephson “Literacy is a civil right. It's also a gift. It's an opportunity to share thoughts, feelings with others that can be revisited and saved.” —Lori Josephson Timestamps 02:00 Introduction: Lori Josephson and her Journey into Literacy 05:00 The Motivation Behind 'Calling All Neurons' 08:00 Understanding Neurons and Neural Networks 15:00 The Reciprocal Process of Reading and Spelling 20:00 The Influence of the Cerebellum in Reading 21:00 Unique Aspects of the Book 25:00 Addressing Foundational Skills in Older Students 30:00 Supporting Students with Cognitive Disabilities 31:00 The Importance of Literacy and Empathy 33:00 Final Thoughts *Timestamps are approximate, rounded to nearest minute…

Science of Reading: The Podcast

1
S9 E4: Comprehension is not a skill, with Hugh Catts, Ph.D. 52:09

20 weeks geleden52:09

52:09

In this episode Susan Lambert is joined by Hugh Catts, Ph.D., professor at Florida State University, to break down what comprehension is and bust some myths around what it isn’t. With a family history of dyslexia, he has a personal connection to the topic that led him into research in language sciences and language disorders. He discusses how his findings moved him away from viewing comprehension as simply a “component of reading” but rather something entirely separate—a condition created over time, defined by purpose, and influenced by prior knowledge. Together, Susan and Hugh address many comprehension-related contexts, such as the simple view of reading, the five pillars of reading, and comprehension’s relationship to knowledge building. Hugh also gives listeners practical advice for helping students suss out their comprehension before reading, and he clarifies why understanding the standard of coherence is important. Show notes: Submit your literacy questions for a chance to win! Read: Rethinking How to Promote Reading Comprehension by Hugh Catts Read: The Simple View of Reading: Advancements and False Impressions by Hugh Catts Follow Hugh on X: @CattsHugh Quotes: “If I was going to define comprehension, it's not a single thing. I mean, that's the problem. We want it to be a single thing, but it depends upon what you're reading and why you're reading it.” –Hugh Catts, Ph.D. “What comprehension is is the interaction of what you bring into that reading situation and what you already know about it and your motivation and purpose to comprehend it.” –Hugh Catts, Ph.D. “There's just not enough mental reserve to be able to build that meaning that quickly. So it helps tremendously that you have some knowledge about it beforehand. That knowledge gives you a place to put information. So when you read about something, it gives you storage for the information. It's kind of like a cubby hole that you put the mail in, in an office.” ––Hugh Catts, Ph.D. Episode timestamps* 02:00 Introduction: Who is Hugh Catts? 03:00 Personal Connection to Dyslexia 07:00 Rethinking comprehension as a component of reading 11:00 Vocabulary and comprehension 15:00 Comprehension as a condition you create 16:00 Language comprehension and the simple view of reading 19:00 Differences in types of comprehension 26:00 What comprehension is and isn’t 32:00 Thinking deeply 39:00 Background knowledge and comprehension 42:00 Automatic inferencing 50:00 Final thoughts *Timestamps are approximate, rounded to nearest minute…

Science of Reading: The Podcast

1
S9 E3: Know the non-negotiables in a program aligned to the Science of Reading, with Kari Kurto 42:52

22 weeks geleden42:52

42:52

On this episode, Kari Kurto, National Science of Reading Project Director at The Reading League, discusses The Reading League’s curriculum evaluation tool, which assesses a curriculum’s research-based practices. Kurto's conversation with Susan Lambert touches on her background teaching students with dyslexia, the non-negotiables in curriculum aligned to the Science of Reading, and how educators can use information about an evaluated curriculum to inform instruction. While Kurto stresses that no program is perfect, she and her colleagues have worked to equip educators with a tool to more easily and objectively access information when making curriculum choices.. Show notes: Submit your Science of Reading questions for a chance to win! Submit your literacy questions for a chance to win! eBook: Science of Reading: Defining Guide from The Reading League The Reading League’s Curriculum Evaluation Guidelines Reading League Compass Subscribe to The Reading League’s newsletter Quotes: “Just because we have this report and we say, ‘All right, this curriculum has all the stuff,’ if you don't teach it, then you're a red flag of your own.” —Kari Kurto “It's a movement of improvement, right? We're constantly striving to improve. And don't give up. Share your stories; share your success stories.” —Kari Kurto “Thank you to those folks who have been listening. Thank you to the folks who are curious about learning more, those who have spent years implementing and tweaking and improving literacy outcomes for our country's next generation. I mean, that's huge.” —Kari Kurto Episode timestamps* 02:00 Introduction: Who is Kari Kurto? 08:00 Teaching kids with dyslexia, what they need to learn to read 10:00 Reading league defining guide 11:00 Curriculum review tool 16:00 Determining which programs to review 20:00 Using the curriculum review tool as professional development 21:00 Non-negotiables in a science of reading curriculum 24:00 How to use the information from a program evaluation 30:00 Long-term plans of the navigation report tool 32:00 The reporting team 34:00 The Reading League compass 37:00 The Reading League journal 40:00 Final Advice *Timestamps are approximate, rounded to nearest minute…

Science of Reading: The Podcast

1
S9 E2: Standards are the 'what' and curriculum is the 'how,' with Sue Pimentel 54:33

24 weeks geleden54:33

54:33

In this episode, Susan Lambert welcomes back Sue Pimentel to discuss the history and impact of the Common Core State Standards on English Language Arts and Literacy (ELA) education in the United States. Susan and Sue revisit what the standards were designed to focus on: knowledge building, college and career readiness, and fluency in both literary and informational texts. Their conversation covers the importance of text complexity, the lack of a research base to support leveled readers, and knowledge building as a matter of equity and content as a matter of access. While acknowledging the value of these standards, the discussion also highlights their limitations. Sue underscores the importance of always returning to the research to ensure students are truly learning, preparing them to navigate the world and ultimately, live happier lives. Show notes: Website: Knowledge Matters Review Tool Listen: Season 4, Episode 5: Reading as liberation with Sue Pimentel Read: “ Standards Are Not Curriculum ” Website: Knowledge Matters Campaign Quotes: “Vocabulary is how we describe concepts; it's how we know how to talk to one another.” —Sue Pimentel “What the standards say is, ‘Leveled texts are out and complex texts are in.’ There's no research behind assigning a level to students reading and then sort of imprisoning them in that.” —Sue Pimentel “The more stuff you know, the better you're able to navigate the world….and I think the happier life is. And certainly the happier kids' lives are when they're actually learning stuff.” —Sue Pimentel Episode timestamps* 02:00 Looking Back at the Common Core State Standards for ELA 04:00 Knowledge Building and Text Evidence 08:00 Text Complexity and College Readiness 14:00 Standards Organization 23:00 Collaborative Effort in Standards Development 26:00 Integrating Standards into Instruction 26:00 The Importance of Contextual Learning 27:00 Challenges with Early Curriculum Implementation 31:00 Standards vs. Curriculum 35:00 The Role of Knowledge Building in Literacy 50:00 Final Thoughts and Advice *Timestamps are approximate, rounded to nearest minute…

Science of Reading: The Podcast

1
S9 E1: Literacy as a catalyst for change, with Ray James 40:46

26 weeks geleden40:46

40:46

In the Season 9 premiere of Science of Reading: The Podcast, Susan Lambert speaks with Ray James, Head of School at The Ansley School, about the transformative impact of literacy instruction. The Ansley School, which serves children experiencing homelessness, has made evidence-based literacy instruction a key piece of its efforts to foster profound educational and community change. Ray shares his journey and explores how a focus on literacy provides benefits that extend beyond the classroom to the broader community. This episode underscores the importance of foundational literacy skills and sets the stage for a new season dedicated to a literacy reboot. Show notes: Submit your literacy questions for a chance to win! The Ansley School Instagram): @theansleyschool Ray’s Instagram: @the_rayvolution Website: https://theansleyschool.org/ Quotes: "If you don't get reading right in an elementary school, every piece of the school suffers." —Ray James "We’re not just doing school, but educating people. I think a lot of people do school, we’re trying to educate our community holistically."—Ray James "Education isn't just about academics, it's about creating a safe place and providing holistic, evidence-based literacy instruction that catalyzes real change."—Ray James Episode timestamps* 01:00 Season nine: Reading reboot 02:00 Introduction: Who is Ray James? 04:00 Ray James' journey from politics to education 06:00 The Boyce L. Ansley School community 10:00 Support structures for families 13:00 Transforming literacy at The Ansley School 20:00 Impact of literacy initiatives 29:00 Future goals and vision for The Ansley School 40:00 Season nine: Looking ahead *Timestamps are approximate, rounded to nearest minute…

Science of Reading: The Podcast

1
Summer '24 Interlude E3: Training teachers well from the start, with Lisa Lenhart and Rebecca Tolson 50:30

28 weeks geleden50:30

50:30

In this Science of Reading: The Podcast episode, Susan Lambert speaks with Rebecca Tolson and Lisa Lenhart about their roles at the University of Akron's newly established Center for Structured Literacy. They discuss their personal journeys in literacy education, the large grant received from the Ohio Department of Higher Education, and how the Center aims to prepare pre-service teachers using the Science of Reading and structured literacy. Rebecca and Lisa elaborate on the faculty’s training program, curriculum updates, and the potential community impact. The conversation also touches on the emotional and professional challenges in shifting to evidence-based practices, the history of literacy legislation in Ohio, and the Center's long-term goals—including IDA accreditation and expanding their impact on both pre-service and in-service educators. Show Notes The Reading League: What is the Science of Reading? E-books from the Center for Dyslexia at Middle Tennessee State University Ohio’s Dyslexia Guidebook Read Ohio Website International Dyslexia Foundation: Knowledge and Practice Standards for Teachers of Reading Quotes “We're also making sure that our students are prepared in structured literacy, not just to one program, so they're able to understand the structure and adopt it to any program any district is using.” —Lisa Lenhart “The Center for Structured Literacy is about empowering teachers at the onset—bachelor's degree. If districts have to retrain them after they graduate, then we're not doing something right.” —Rebecca Tolson ‘The more I learn, the better I'm at my craft and my teaching for my students.” —Rebecca Tolson “It takes the right person leading you and it takes hard conversations of what we believe.” —Lisa Lenhart Timestamps* 02:00 Introduction: Who is Rebecca Tolson? 04:00 Introduction: Who is Lisa Lenhart? 05:00 Overview: University of Akron Center for Structured Literacy 11:00 Overhauling an undergraduate program 15:00 Origin Story: Center for Structured Literacy 20:00 A Passion for the Science of Reading 23:00 Intersecting goals: Center for Structured Literacy and the state of Ohio 27:00 The importance of training teachers well the first time 33:00 Training teachers to encounter schools with a variety of approaches to literacy 36:00 Long-term goals for the center 39:00 How to get more educators prepared to teach with evidence-based practices 41:00 The importance of having hard conversations *Timestamps are approximate, rounded to nearest minute…

Science of Reading: The Podcast

1
Beyond My Years: Teaching with heart, starring Joyce Abbott 53:32

29 weeks geleden53:32

53:32

Check out Amplify’s new podcast, Beyond My Years— host and educator Ana Torres seeks out educational insights and hard-won lessons directly from people who have thrived for decades in the classroom: seasoned educators. On this premiere episode, Ana soaks up wisdom from Joyce Abbott, an educator so passionate about her students that she inspired one of them to go on and write the hit show “Abbott Elementary.” Joyce tells all about her experiences working in a Title 1 school and what it means to know the community of Philadelphia. They also discuss how Joyce’s time serving in the military informed her work as an educator, how she transformed a challenging classroom during her first year, how it has felt to witness the success of “Abbott Elementary,” and her driving force: passion. At the end, Ana is joined by Classroom Insider Eric Cross to discuss some actionable teaching tips for bringing Joyce's lessons into your classroom. Show notes: Subscribe to Beyond My Years on Apple Follow Beyond My Years on Spotify Website: Beyond My Years…

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S9 E8: Cognitive science-informed teaching, with Natalie Wexler