July 29, 2020
Author and University of Virginia psychology professor Daniel Willingham discusses the “reading wars” (and mischaracterizations among their factions), the importance of understanding basic science to teach reading, and the variations in implementation...
July 15, 2020
Doug Lemov, author and managing director of Uncommon Schools, discusses the role of technology in the classroom and remote instruction, how educators should reconsider how they approach literacy, and his experience reconstructing a reading curriculum...
July 1, 2020
Educator, author, and leader Shawn Joseph, shares his passion for social justice and discusses his work advocating for equity in education, shedding light on what he calls the “silent crisis” in literacy instruction. In this episode, you’ll hear about...
June 17, 2020
Multilingual author and expert Elizabeth Jimenez Salinas and host Susan Lambert discuss advocating for underrepresented English Learners (EL), improving dual language instruction, and learned passivity. Elizabeth shares tips for EL students during this...
June 3, 2020
Join Mary Clayman, Director of the District of Columbia Reading Clinic, and host Susan Lambert, as Mary shares her experience founding one of the first graduate clinical practicums sponsored by a public school system and discusses how it has influenced...
May 20, 2020
Jacquey Barber, director of design & development at UC Berkeley’s Lawrence Hall of Science, examines her research on the symbiotic relationship between literacy and science and what educators should be looking for in high-quality, literacy-rich...
May 6, 2020
David and Meredith Liben, nationally recognized reading experts and authors of Know Better, Do Better, discussing their need to find evidence-based solutions to meet their students' needs; the transition from ‘whole language’ to the science of reading,...
April 22, 2020
Laurence Holt, language acquisition expert and author of the Learning to Read primers, joins host Susan Lambert to discuss the simple view of reading, how the brain rewires itself to learn how to read, and the importance of background knowledge in...
April 10, 2020
Larry Berger, CEO of Amplify, discusses the use of innovation and technology to inform teaching and learning, his new initiative called Wide Open School, and how we can step back and let this be a time of joy and creativity for kids––letting them...
April 7, 2020
Dr. Elfrieda "Freddy" Hiebert, author and founder of the Text Project, shares insights from her research on vocabulary, the etymology of the English language, and the importance of teaching morphology to enable kids to make...
April 1, 2020
Jared Myracle, Chief Academic Officer of the Jackson-Madison County School System in Tennessee, shares his district’s experience in adopting the science of reading and navigating the change management process. He stresses the importance of high-quality...
March 25, 2020
Susan and David Steiner, Professor and Executive Director of the Institute for Education Policy at Johns Hopkins University, examine how school closures are impacting learning across the nation, how districts are responding to the rapidly-changing...
March 18, 2020
We’ve been thinking a lot about you -- and our hearts go out to you during this confusing and uncertain time. Helping our students continue to learn in this unusual and unsettling situation is not easy.  And here at the Science of Reading podcast, we...
March 18, 2020
Susan and Dr. Bruce McCandliss, a professor in the Graduate School of Education at Stanford University, chat about combining neuroscience with education. How does neuroscience help us understand the changes going on in the brain of a child learning to...
March 4, 2020
Jasmine Lane, a high school English teacher, discusses the importance of equity and education and the disconnect between how teachers feel and what they need to do to push education forward for all students, regardless of their background. She also...
February 19, 2020
Dr. Nancy Nelson, Research Assistant Professor at the Center on Teaching and Learning at the University of  Oregon, discusses myths and misconceptions around  RTI, Multi-Tiered Systems of Support (MTSS), and universal screening in reading...
February 5, 2020
Carolyn Strom, Professor of Early Childhood Literacy and Innovation at NYU, discuss her research and interviews with pre-school teachers and how students learn to read, her view on the science of reading and the cognitive science behind it all. She shares her insights on the importance of neuroscience, culturally responsive teaching and dives into Linnea Ehri’s four phases of learning how to read.
January 22, 2020
Literacy expert and author Tim Shanahan discusses his views on teaching reading in middle school as an extension of evidence-based early literacy practices.
January 8, 2020
What is the missing link in reading comprehension? Anne Lucas, former curriculum director and current product manager of Amplify Reading, discusses the multifaceted nature of comprehension, why it’s so difficult to teach, a teacher's powerful "eureka! moment," and the specific sentence-level skills which, if practiced, improve overall comprehension.
December 24, 2019
Emily Lutrick, a PreK-5 Curriculum and Dyslexia Coordinator with almost 20 years of experience in education, examines the facts and fictional myths of dyslexia, how early is too early to screen for dyslexia, and how to identify the signs and risk factors. Susan and Emily discuss how dyslexia relates to the science of reading and what educators and parents can do to help students after school.
December 11, 2019
Summary: Lois Letchford, author of Reversed: A Memoir, shares personal accounts of her son’s struggles with learning how to read as well as her own in school with dyslexia. After being told by a teacher that her son was “the worst child [she’s] ever seen in [her] 25 years of teaching,” she persisted with endless patience to help her son and began writing poems to pique his interest in reading. What is he doing now? Was she successful?Quote: “Believe in your child, believe they are capable of anything--and tell them that.”Resources:Reversed: A Memoir by Lois LetchfordPoetry for kids by Lois LetchfordWebsite with articles and blog: @LetchfordLoisWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
November 26, 2019
Susan and Tim Rasinski, author of The Megabook of Fluency: Strategies and Texts to Engage All Readers, discuss his work at the reading clinic at Kent State University, the aspects of good fluency instruction, what constitutes fluency, and how reading speed is correlated to word recognition and automaticity. He stresses the importance of fluency and finding ways to be artful while teaching reading.
November 13, 2019
Susan sits down with education reporter and host of the Education Post podcast, Emily Hanford, examines the big takeaways from her experience on reporting on dyslexia, patterns that emerged from her investigating, the science of reading and why schools don’t align with it more, the theory of how reading works, and the evolution of balanced literacy, phonics instruction and whole language.
October 30, 2019
Robert shares what inspired him to embark upon his esteemed career path and how we must acknowledge and address that children come to school from different places and backgrounds along their language trajectory in our schools. Susan and Robert discuss the latest in education reform, the knowledge gap, how it is only going to get larger as kids move through grades, the limited time we have to correct it, and how to start doing so.
October 16, 2019
Susan and Natalie dive into her latest book, The Knowledge Gap, and discusses the lack of equity among students, the multi-faceted approach to the benefits of knowledge-based curriculum inside and beyond the classroom, why it’s important to teach build knowledge while teaching foundational skills, why professional development doesn’t seem to be making a difference and how it can be improved, and more.
October 14, 2019
Welcome to Science of Reading: The Podcast! We bring educators the latest insights from researchers and practitioners in early reading. We believe equity in education begins with reading science.
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