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Dive into our first episode as Dr. Jane Oakhill, Professor of Experimental Psychology at the University of Sussex, gives a high-level overview of Scarborough’s Reading Rope. She also emphasizes the importance of inferencing in comprehension, why the Simple View of Reading is still relevant almost 40 years later, and how each element of the rope comes together to deconstruct the complexity of reading.Quotes:“We’re often quite surprised at what children don’t understand and we make a lot of assumptions about things we find utterly trivial.”“It’s not just having knowledge that’s important, but also being able to activate that knowledge when appropriate.”Resources:Understanding and Teaching Reading Comprehension by Jane OakhillWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Danielle Damico, Director of Learning Science at Amplify, as she explores the impact of the pandemic on at-risk students and those in need of intervention. She shares the insights drawn from DIBELS 8th Edition and highlights how data is now more important than ever in understanding where students are—whether assessments are administered in person or through a digital platform. Finally, she leaves our listeners with best practices to nurture readers moving forward and ensure growth and success through the end of the year.Quotes:“Teachers and students need the right tools to help accelerate student learning and growth–especially in early literacy.”“We need to lean on the data we can collect and the science of reading.”Resources:Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

One of our most popular guests, Tim Shanahan, returns! In our most recent episode, he reminisces about the creation of the National Reading Panel in 1997 and the release of its subsequent groundbreaking report. He highlights how reading instruction has evolved and discusses how new research seems to be changing the landscape of the “reading wars” he thought were settled long ago.Quotes:“We continue to learn, and we continue to refine.”“When people are trying to tell you how you should teach, I think you need to ask some real basic questions about what evidence supports those recommendations.”Resources:National Reading Panel ReportThe Review of Educational Research JournalERIC, Educational ClearinghouseShanahan on Literacy BlogWhat Works Clearinghouse Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Sonia Cabell, Assistant Professor of Education at Florida State University, as she shares findings from her research trials on content-rich literacy curricula and whether activating students’ background knowledge alongside explicit phonics instruction is more effective than traditional approaches. She also explains what constitutes “compelling evidence” in the science of reading and why students need to interact with both written and spoken language while learning to read.Quotes:“The knowledge that you have about a particular subject matters for your reading comprehension.”“When I think about content-rich English language arts, I think about how we can integrate science and social studies into the language arts in ways that make sense.”Resources:Florida Center for Reading ResearchCore Knowledge Language ArtsWriting Into Literacy TEDx Talk by Sonia CabellNational Reading Panel Report 2000EdWeek Science of Reading Article by Sonia CabellSpecial Issue: The Science of Reading: Supports, Critiques, and QuestionsLive with the Author interviewThe Power of Conversations: Building Primary Grade Students’ Vocabulary and Comprehension in a Changing Educational Landscape by Sonia CabellTwitter: @SoniaCabell Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Kelly Moran, Curriculum Supervisor of Chardon Local Schools in Ohio, as she shares her journey of implementing a curriculum based around the science of reading. Hear about the steps her district took to reshape literacy instructional practices and about the challenges they faced along the way. Find out how the fostering of reading achievement in students renders all efforts worthwhile. Quotes:“We’re really taking advantage of every minute of direct, explicit instruction we have with our students.”“Once we invested the time in professional development and high-quality materials aligned to the science of reading, we could see a difference.”Resources:Why Our Children Can't Read and What We Can Do About It: A Scientific Revolution in Reading by Diane McguinessNatalie Wexler’s The Knowledge Gap Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Margaret Goldberg and Alanna Mednick from the Right to Read Project as they address the science of reading and its translation into easy practice for educators. They break down the Seidenberg and McClelland Four-Part Processing Model and explain how it relates to the simple view of reading. They also reflect on how educators should approach reading as scientists and be ready to teach in a way that may be uncomfortable for a time—the “labor of love” stage of literacy instruction.Quotes:“We should anticipate reading difficulties and we should be prepared to be able to address them.” —Margaret Goldberg“We need to go at the pace of the child and we can’t leave anything up to chance.” —Alanna MednickResources:The Seidenberg & McClelland Four-Part Processing ModelBeginning to Read: Thinking and Learning about Print by Marilyn AdamsNancy Young’s Ladder of ReadingRight to Read Project  Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Afrika Afeni Mills—diversity, equity, and inclusion director of BetterLesson—as she reflects on race, culture, and identity in education. She’ll shed light on the significance of integrating students' schemas to nurture language comprehension in early literacy, discuss the difference between asset- and deficit-based teaching, and highlight the impact “windows and mirrors” have on students’ classroom experiences.Quotes:“A lot of the foundational work starts by making sure that we’re inquisitive about the resources we’re providing students.”“We don’t spend enough time thinking about students’ families as their first teachers.”Resources:BetterLessonAfrika’s Equity Guardian Facebook PageTedTalk by Chimamanda Ngozi Adichie: Danger of a Single StoryWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

In our first international episode, join The Reading League CEO and President Maria Murray and La Trobe University Professor of Cognitive Psychology Pamela Snow as they reflect on the long history of the science of reading. They’ll explain the true definition of “the science of reading” and explore why this knowledge has not been translated for the practitioners that need it the most—teachers. Our guests will also discuss the pandemic’s silver lining: the opportunity to reflect on instructional practices and how to best support educators and students now, and in the future.Quotes:“The science of reading informs approaches in all areas of reading.” —Maria Murray“We’ve had knowledge for decades that has not been translated for the practitioners that need it the most.” —Pamela SnowResources:TheReadingLeague.orgFB Group: The Reading League Teacher Group - The Science of Reading is For YOU!Annual Conference: The Science of Reading: Now More Than EverDavid Kilpatrick’s “Essentials of Assessing and Preventing Reading Difficulties”Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Amplify interns Justin Pita, undergraduate at the University of Pennsylvania, and Tamara Morris, graduate of Stanford University, as they share their reading journeys. They highlight the major disparities and barriers that affected their academic experiences and reflect on how action must be taken by caregivers and educators to ensure that students across the nation have access to equal opportunities for achievement in literacy so that no student gets left behind.Quotes:“You don’t have to be great to start. You have to start to be great.” —Tamara Morris“Students nowadays don’t have the opportunities to hone in on literacy as much as we want them to.” —Justin PitaResources:HighJump ChicagoKumonJoin our Virtual Literacy Symposium on Thursday, Oct 15!Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Dr. LaTonya Goffney, Superintendent of Schools for Aldine Independent School District in Texas, as she recounts her two-year journey with her team of district educators to adopt a new early literacy curriculum. Hear how they successfully challenged the traditional adoption process, studied the science of teaching reading, analyzed student data and experiences, and developed a district-wide set of beliefs and expectations. Quotes:“If you can read, you can go anywhere. Reading is a gateway to opportunity.”“As leaders, we have to be prepared to challenge the notion of low expectations."Resources:The Knowledge Gap: The hidden cause of America's broken education system--and how to fix it by Natalie WexlerWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join us in reflecting on Season One and preview what’s in store for an exciting Season Two. In this special episode, we visit the highlights of Season One, with key clips from Emily Hanford, Natalie Wexler, Ernesto Ortiz, David and Meredith Liben, and Shawn Joseph, and other moments that inspired us and changed how we think about literacy.Quotes:“When our first episode launched last year, we had no idea what it might become, only hope that you would find it helpful to grow your knowledge and impact."“So much progress has been made in spite of some recent challenges—or maybe because of them.”Resources:Virtual Literacy Symposium on Oct. 15, 2020Learning to Read: Primer Part OneLearning to Read Primer: Part TwoWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Dr. Catherine Barnes, CEO of Sudden Impact Solutions and leader of the Black Parents Support Network, as she addresses the shortcomings of the educational system during the pandemic in underserved communities, the need for overcoming parents’ perceptions of judgment by educators, and how educators can foster relationships with parents in order to ensure continuous learning for students during these trying times. Quotes:“We are not coming in to judge parents and we are not expecting them to be teachers, but we do value what they bring to the table.”“We need to make sure that we are addressing students where they are today, socially as well as academically”Resources:Black Parent Support Network Facebook groupCo-organizers: Dr. Diedre Houchen, UF professorKarla Hutchinson, H.O.M.E Church youth advocate)Chanae Jackson, parent & parent organizerWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

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 of the science of reading in literacy instruction across districts. Quotes:“Reading is central to (virtually) every educator’s concerns.”“Everything touches education." Resources:The Reading Mind: A Cognitive Approach to Understanding How the Mind ReadsWhen Can You Trust the Experts?Blog: What Will Your Children Tell their Grandchildren About the Pandemic?Website: www.danielwillingham.comTwitter: @DTWillinghamFacebook: DTWillinghamPodcast Discussion GuideWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

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 for this next phase of digital learning while holding true to the values of the science of reading.Quotes:"Classrooms are first and foremost cultures and they shape students’ experiences.""Everything is challenging to teach online, but reading is the most challenging."Resources:Teaching the art of listening in the age of me, me, meDoug’s blog: Teaching Like a ChampionForgetting how to readTeach Like a Champion 2.0: 62 Techniques that Put Students on the Path to CollegePractice Perfect: 42 Rules for Getting Better at Getting BetterReading Reconsidered: A Practical Guide to Rigorous Literacy InstructionReader, Come Home by Maryanne WolfPodcast Discussion GuideWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

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 his experience as a former superintendent of several large urban districts and learn how he fostered achievement in all of his students.Quotes:“You have millions of children in the country who have not been given a civil right: the right to read.”“If we don’t speak up and speak out, the inequities will continue.”Resources:Becoming a Data Champion in 6 Steps by Shawn JosephA research paper written by Shawn, titled School District Grow Your Own Principal Preparation Programs: Effective Elements and Implications for Graduate Schools of EducationA podcast discussion guide to share with your colleaguesShawn’s book, The Principal's Guide to the First 100 Days of the School Year Shawn's websiteNashville UnchainedWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

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 time and reinforces the importance of home connection and language development.Quotes:“English learners are put at a serious disadvantage by a school system that doesn’t use their home language.”“It is not just learning to recite rote words–it is comprehending and using the home language for parents.”Resources:Eradicating Learned Passivity: Preventing ELs from Becoming Long Term English LearnersTen behavioral skills that interpreters need to knowReparable HarmStudents train as interpreters, with benefits for all involvedMulticultural Author ProjectWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

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 the training of DCPS teachers and the success of students in early literacy by using the science of reading.Quotes:"Like Louisa Moats said, ‘Teaching reading is rocket science,’ it takes a long time to learn all about the English language.”“We’re committed to quality training for more teachers.”Resources:D.C. Reading ClinicTeaching Reading Is Rocket Science: What Expert Teachers of Reading Should Know and Be Able To Do by Louisa C. Moats  Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

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 science curricula.Quotes: “Literacy is a domain in search of content; science is a domain in need of communication.”“Develop opportunities for students to learn to read, write, and talk like scientists do.”Resources:UCLA CRESSTThe Knowledge Gap: The Hidden Cause of America's Broken Education System—and How to Fix It by Natalie WexlerNo More Science Kits or Texts in Isolation by Jacqueline Barber and Gina Cervetti. Podcast Discussion GuideWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

David and Meredith Liben, nationally recognized reading experts and authors of Know Better, Do Better, discuss their need to find evidence-based solutions, the importance of knowledge and skills instruction, and how to tackle unfinished learning in schools.Quotes:"Teaching reading in the early grades can be intellectually meaningful and fun."“Students all deserve access. It’s up to us to figure out what that access looks like for EVERY student.”Show Notes:Podcast Discussion GuideKnow Better, Do Better: Teaching the Foundations So Every Child Can ReadThe Knowledge Gap: The Hidden Cause of America's Broken Education System--and how to Fix itWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

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 language comprehension.Quotes: “Learning how to read is such a pivotal moment in all of K-12.”“Decoding and language comprehension need to come together in order to become an expert reader.”Resources:Learning to Read: Primer Part OneLearning to Read Primer: Part TwoPodcast discussion guideWant to discuss the episode? Join our Facebook group Science of Reading: The Community.