A guide to integrating knowledge building into your classroom, with Jackie Relyea, Ph.D.

Science of Reading: The Podcast

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

51:57

On the Season 2 debut of Lost Cultures: Living Legacies , we travel to Bermuda, an Atlantic island whose history spans centuries and continents. Once uninhabited, Bermuda became a vital stop in transatlantic trade, a maritime stronghold, and a cultural crossroads shaped by African, European, Caribbean, and Native American influences. Guests Dr. Kristy Warren and Dr. Edward Harris trace its transformation from an uninhabited island to a strategic outpost shaped by shipwrecks, colonization, the transatlantic slave trade, and the rise and fall of empires. Plus, former Director of Tourism Gary Phillips shares the story of the Gombey tradition, a vibrant performance art rooted in resistance, migration, and cultural fusion. Together, they reveal how Bermuda’s layered past continues to shape its people, culture, and identity today. Learn more about your ad choices. Visit podcastchoices.com/adchoices…

16 days ago 42:49

MP3•Episode home

Connect with Jackie Eunjung Relyea, Ph.D:
- LinkedIn: https://www.linkedin.com/in/jackie-e-relyea-82953242/
- NC State University: https://ced.ncsu.edu/people/jrelyea/
Resources
Join our community Facebook Group: www.facebook.com/groups/scienceofreading
Connect with Susan Lambert: www.linkedin.com/in/susan-lambert-ed-d-b1512761/

Quotes:

“Literacy for my students meant more than just reading and writing; it was about access, access to the world, and access to knowledge and opportunities, and even independence—finding their voices.” –Jackie Eunjung Relyea, Ph.D.

“You can think of a schema like… mental maps or the frameworks that help us store and organize new information and knowledge. The richer and the more detailed your schema about a particular topic, the easier it is to understand and remember new information about it.” –Jackie Eunjung Relyea, Ph.D.

“Vocabulary oftentimes is the tip of the iceberg of the whole: the conceptual knowledge. It's not a simple definition of the single word; it's really conceptual knowledge and understanding that is represented by the word.” –Jackie Eunjung Relyea, Ph.D.

Episode timestamps*
02:00 Introduction: Who is Dr. Jackie Relyea?
10:00 Importance of knowledge building
14:00 Reciprocal relationship between reading and knowledge building
18:00 Reading comprehension strategies as scaffolding
21:00 Using interactive read-alouds
24:00 Concept mapping and word walls
26:00 Vocabulary is the tip of the iceberg
28:00 Multilingual learners
37:00 Research on knowledge building
*Timestamps are approximate, rounded to nearest minute

159 episodes

Science of Reading: The Podcast

A guide to integrating knowledge building into your classroom, with Jackie Relyea, Ph.D.

Science of Reading: The Podcast

268 subscribers

published 16 days ago

MP3•Episode home

Show notes:

Connect with Jackie Eunjung Relyea, Ph.D:
- LinkedIn: https://www.linkedin.com/in/jackie-e-relyea-82953242/
- NC State University: https://ced.ncsu.edu/people/jrelyea/
Resources
Join our community Facebook Group: www.facebook.com/groups/scienceofreading
Connect with Susan Lambert: www.linkedin.com/in/susan-lambert-ed-d-b1512761/

Quotes:

159 episodes

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

All episodes

Science of Reading: The Podcast

1
Science of Reading Essentials: Writing 35:47

2 days ago35:47

35:47

In this special Science of Reading Essentials episode, Susan Lambert pulls from past episodes of the podcast to give you everything you need to know about science-based writing instruction. Experts include Steve Graham, Ed.D.; Young-Suk Grace Kim, Ed.D.; Natalie Wexler; and Judith Hochman, Ed.D. Listeners will walk away from this episode with a solid foundation for creating a classroom of confident and capable writers, and gain a better understanding of the connection between reading and writing, the role of handwriting and spelling, the power of sentences, and the importance of applying cognitive load theory to writing. Show notes: Resources Access the listening guide—and other free, high-quality resources—at our brand new professional learning page: http://amplify.com/science-of-reading/professional-learning Join our community Facebook group: www.facebook.com/groups/scienceofreading Quotes: “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.” —Judith Hochman, Ed.D. "What we see with exceptional teachers is they have their kids write." —Steve Graham, Ed.D. “The Science of Reading encapsulates decades of research about both reading and writing—because if writing was never invented, we would not have to teach kids how to read.” —Susan Lambert…

Science of Reading: The Podcast

1
A guide to integrating knowledge building into your classroom, with Jackie Relyea, Ph.D. 42:49

16 days ago42:49

42:49

In this special episode of Science of Reading: The Podcast, Susan Lambert is joined by Jackie Relyea, Ph.D., Assistant Professor of Literacy Education at North Carolina State University, who’ll give you a comprehensive guide to integrating background knowledge into your teaching as, you create a content-rich classroom. Jackie offers insights on why time-tested classroom staples such as read-alouds and word walls are effective tools for building background knowledge … and how to make them even better. She also digs into why vocabulary is just one facet of conceptual knowledge and what the research says about background knowledge for multilingual learners. Show notes: Connect with Jackie Eunjung Relyea, Ph.D: LinkedIn: https://www.linkedin.com/in/jackie-e-relyea-82953242/ NC State University: https://ced.ncsu.edu/people/jrelyea/ Resources The CLICK Lab Effects of Tier 1 Content Literacy Intervention on Early-Grade English Learners’ Reading and Writing. Transactional Development of Science and Mathematics Knowledge and Reading Proficiency for Multilingual Students Across Languages of Instruction Listen: The joy of reading aloud, with Molly Ness Listen: Supporting multilingual/English learners with the Science of Reading Join our community Facebook Group: www.facebook.com/groups/scienceofreading Connect with Susan Lambert: www.linkedin.com/in/susan-lambert-ed-d-b1512761/ Quotes: “Literacy for my students meant more than just reading and writing; it was about access, access to the world, and access to knowledge and opportunities, and even independence—finding their voices.” –Jackie Eunjung Relyea, Ph.D. “You can think of a schema like… mental maps or the frameworks that help us store and organize new information and knowledge. The richer and the more detailed your schema about a particular topic, the easier it is to understand and remember new information about it.” –Jackie Eunjung Relyea, Ph.D. “Vocabulary oftentimes is the tip of the iceberg of the whole: the conceptual knowledge. It's not a simple definition of the single word; it's really conceptual knowledge and understanding that is represented by the word.” –Jackie Eunjung Relyea, Ph.D. Episode timestamps* 02:00 Introduction: Who is Dr. Jackie Relyea? 10:00 Importance of knowledge building 14:00 Reciprocal relationship between reading and knowledge building 18:00 Reading comprehension strategies as scaffolding 21:00 Using interactive read-alouds 24:00 Concept mapping and word walls 26:00 Vocabulary is the tip of the iceberg 28:00 Multilingual learners 37:00 Research on knowledge building *Timestamps are approximate, rounded to nearest minute…

Science of Reading: The Podcast

1
A better way to teach our teachers, with Dr. Karen Betz 37:48

4 weeks ago37:48

37:48

In this special episode of Science of Reading: The Podcast, Susan Lambert is joined by Assistant Professor of Literacy and Coordinator of Reading Science Programs at Marian University Karen Betz, Ed.D., to discuss a key topic in the Science of Reading movement: higher education. Betz describes how we can better prepare new teachers to provide evidence-based instruction, and her tool to help teachers in higher education assess whether their courses align to reading research. Betz also offers advice for current practitioners on how they can support change at the university level. Show notes: Connect with Karen Betz: Connect via Facebook: Klipsch College Resources Website: Marian University’s M.S. in reading science Website: Higher Education Community of Practice for Professors of Literacy Download: Course Alignment Planning Tool The Center for Reading Science: Implementing the Science of Reading in Higher Education The Reading League Compass: Educator Preparation Programs Map: The Reading League Compass: Policymakers and State Education Agencies Read: Teaching Reading Sourcebook Read: Essentials of Assessing, Preventing, and Overcoming Reading Difficulties Website: Stronger Together: The Alliance for Reading Science in Higher Education Listen: What I should have learned in college, with Donna Hejtmanek Join our community Facebook Group: www.facebook.com/groups/scienceofreading Connect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/ Quotes: “Don't be afraid to say ‘I don't know.’ I think people respect that, that you say, ‘I just don't know’ and ‘how can you help me learn more?’”—Karen Betz, Ed.D. And it ultimately always is going to come down to the children, and we can never lose sight of that. It's about the kids.” —Karen Betz, Ed.D. Episode timestamps* 02:00 Introduction: Who is Karen Betz 07:00 First lightbulb moment 09:00 Why is higher education teacher education a hot topic right now? 12:00 Relationship between schools and universities 14:00 Partnering with reading science aligned grade schools 17:00 Legislation for teacher development 20:00 Collaboration between universities 23:00 Professional development for higher education 25:00 Creating a tool to help higher education teachers 32:00 Key takeaways for Dr. Karen Betz 35:00 Final thoughts *Timestamps are approximate, rounded to nearest minute…

Science of Reading: The Podcast

1
S9 E14: Your questions answered, with Claude Goldenberg, Ph.D., and Susan Lambert 57:49

6 weeks ago57:49

57:49

In this special episode of Science of Reading: The Podcast, Susan Lambert is joined by Claude Goldenberg, Ph.D., professor of education at Stanford University, to answer questions from our listener mailbag. Together they address a wide range of topics facing today’s educators, such as what to do when your school implements conflicting materials, how to support students that are two or three grade levels behind, best practices for teaching multilingual learners, and more! Show notes: Connect with Claude Goldenberg: Substack: https://claudegoldenberg.substack.com/ Resources Literacy Foundations for English Learners, A Comprehensive Guide to Evidence-Based Instruction by Elsa Cárdenas-Hagan, Ed.D. Join our community Facebook Group: www.facebook.com/groups/scienceofreading Connect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/ Have a burning question? Submit at amplify.com/sormailbag Quotes: “Incrementalism is just not going to serve our purpose unless you want to keep things as they are. And I hate to say this, Susan…some people wouldn't mind leaving things as they are. And we can't do that, and we can't do it incrementally. We've got to really move, like last year.” —Claude Goldenberg “You’ve got to understand how [two programs] fit together and what the purpose is. Giving teachers materials that are literally incoherent and don't fit with each other is not the answer.” —Claude Goldenberg “We need to have a system ... using the best knowledge that we have systematically throughout the state, throughout the country, with systems that pick up kids who are at risk and don't let them fail.” —Claude Goldenberg Episode timestamps* 02:00 The latest from Claude Goldenberg 04:00 Literacy and the urgency of now 7:00 Question 1: What about the pendulum swing? 15:00 Question 2: What to do when your school implements conflicting materials? 21:00 Question 3: Why are running records and leveled texts discouraged? 22:00 Decoding v.s. Word recognition 29:00 Question 4: How do we support kids that are two or three grade levels behind? 30:00 Dyslexia and the importance of universal screening 35:00 Question 5: How would you increase reading proficiency in a school in which nearly every student is a multilingual learner? 45:00 Question 6: How do you apply the science of reading to an ELL student in middle school that doesn’t yet know the language? 48:00 Question 7: Is it best practice for bilingual students who are being taught to decode and encode in English and Spanish to be screened in English and Spanish? *Timestamps are approximate, rounded to nearest minute…

Science of Reading: The Podcast

1
S9 E13: Empowering instruction through mental models, with Young-Suk Grace Kim, Ed.D. 48:20

8 weeks ago48:20

48:20

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Young-Suk Grace Kim, a professor at University of California at Irvine's School of Education. Dr. Kim begins by defining a theoretical model, outlining its value to teachers as it pertains to literacy instruction. She describes her own interactive dynamic literacy (IDL) model, which seeks to more fully explain reading and writing connections. Dr. Kim emphasizes how reading and writing function as a powerful and closely related system, and examines how this system interacts with developmental phases, linguistic grain size, and reading and writing difficulties, including dyslexia. After navigating the complexities of this conversation, Susan ends the episode by sharing her unique insights and takeaways from her time with Dr. Kim. Show notes: Connect with Young-Suk Grace Kim: X: @ YoungSukKim19 Resources Read: Enhancing Reading and Writing Skills through Systematically Integrated Instruction Read: Reading and Writing Relations Are Not Uniform: They Differ by the Linguistic Grain Size, Developmental Phase, and Measurement 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. Kim? Join us for our upcoming Spring Science of Reading Summit where she’ll be giving the keynote address on the relationship between reading, writing, and language. Save your spot : amplify.com/springsorsummit Quotes: “Lower order skills are necessary for higher order skills; that means skills and knowledge have a series of causal effects. So if you flip it the other way, any challenges or weaknesses in lower order skills, it's going to have a series of impacts on higher order skills.” —Young-Suk Grace Kim, Ed.D. “Theory is an explanation about how things work. …It's a structured framework, a mental framework, that helps us explain, and predict, and understand phenomena.” —Young-Suk Grace Kim, Ed.D. “If an educator goes to a professional development and learns about something like phoneme awareness…but you don't have a framework in which to attach it, you can sort of go down a rabbit trail on one thing instead of thinking about how it relates to the whole.” —Susan Lambert Episode timestamps* 03:00 Introduction: Who is Young-Suk Grace Kim? 05:00: Defining a theoretical model 07:00 Origins of Young-Suk’s model 08:00 Interactive Dynamic Literacy Model Overview 14:00 Why interactive and why dynamic 15:00 Hierarchical relations between low order skills and high order skills 18:00 Breaking down “Interactive” 19:00 Young-Suk’s ideal classroom 20:00 Breaking down “Dynamic” 21:00 Linguistic grain size 22:00 Why linguistic grain size matters for teachers 26:00 Why word reading and spelling are more strongly related than reading comprehension and writing composition 29:00 Dynamic relationship of developmental phases 30:00 Measuring reading and writing 33:00 Interactive Dynamic Literacy Model summarized 35:00 Understanding reading and writing difficulty, including dyslexia 42:00 Dr. Kim’s Final Thoughts 44:00 Susan’s takeaways from the conversation *Timestamps are approximate, rounded to nearest minute…

Science of Reading: The Podcast

1
S9 E12: Explicit instruction of academic language, with Adrea Truckenmiller, Ph.D. 42:20

10 weeks ago42:20

42:20

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Adrea Truckenmiller, Ph.D., associate professor of special education and school psychology at Michigan State University. Their conversation starts with defining academic language and breaking it down on the level of the word, the sentence, and full text. Adrea then touches on topics such as informational vs. narrative text structure, morphological complexity, and effective writing assessment. She also gives advice on how to implement explicit instruction on informational text and academic language, and details a few examples of what it can look like in the classroom. Adrea ends by discussing her passion for special education and encouraging educators to get involved. Show notes: Resources Read: “Academic language use in middle school informational writing” Read: “Academic language and the challenge of reading for learning about science” Read: “Writing to read: Parallel and independent contributions of writing research to the Science of Reading” Read: “What is important to measure in sentence-level language comprehension? Read: Making the Writing Process Work: Strategies for Composition and Self-Regulation Join our Facebook community group: www.facebook.com/groups/scienceofreading . Connect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/ . Quotes: “ Academic language is really a new language for everyone to learn.” —Adrea Truckenmiller, Ph.D. "When we're thinking about teaching academic vocabulary, it's not just one time around. Sometimes we have to layer that instruction for deeper and deeper and deeper meaning.” —Susan Lambert Episode timestamps* 02:00 Introduction: Who is Adrea Truckenmiller? 07:00 Defining academic language 11:00 Differences in academic language at different levels: word, sentence, text. 12:00 Word level: morphological complexity 17:00 Sentence level 18:00 Connectives 21:00 Text level: Informational text structure vs narrative text structure 24:00 Reading research for middle schoolers 26:00 Writing assessment structure for middle school 32:00 What does this type of instruction look like in the classroom? 34:00 Importance of grades 4 & 5 to the development of informational reading and writing skills 35:00 Advice for teachers on teaching information reading and writing 39:00 Get involved in special education *Timestamps are approximate…

Science of Reading: The Podcast

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

12 weeks ago38:20

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

14 weeks ago44:12

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

1
S9 E9: Identify Developmental Language Disorder in your classroom, with Tiffany Hogan, Ph.D. 39:29

16 weeks ago39:29

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

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

18 weeks ago38:52

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

20 weeks ago25:01

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

23 weeks ago50:45

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

25 weeks ago43:26

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

1
S9 E6: Making high-quality text free and accessible, with Susanne Nobles 35:47

27 weeks ago35:47

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

29 weeks ago36:01