Teaching Literacy Podcast

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In this episode of the Teaching Literacy Podcast, host Jake Downs sits down with Dr. Laura Tortorelli and Dr. John Strong to unpack how vocabulary and advanced decoding interact to help upper elementary students navigate complex academic texts. Discussing their recent study on multisyllabic decoding achievement, the researchers explain why treating vocabulary and word recognition as isolated instructional buckets is a critical mistake. They dive into the mechanics of the fourth-grade slump and Linnea Ehri’s consolidated alphabetic phase, sharing striking findings like why nearly 100% of struggling readers can easily decode compound words like mushroom while only 5% can read bugle—revealing how a word’s “age of acquisition” and presence in a child’s oral vocabulary directly dictates their reading accuracy. Listeners will walk away with a practical understanding of the “decoding threshold” and concrete, flexible classroom strategies from the Read Stop Write intervention to help students move past rigid syllabication rules and seamlessly integrate word meaning with multisyllabic decoding.

Link to ReadStopWrite: https://www.readstopwrite.com/ (book coming in 2027!!)

00:00 Multisyllabic Reading Challenge
01:33 Meet the Researchers
03:40 Why Readers Hit a Wall
08:46 Decoding Threshold Explained
10:50 Stop Over-Syllabicating
13:38 Morphology in Action
17:02 Vocabulary and Decoding Unite
23:27 Inside the Study Design
26:41 Multisyllabic Inventory Breakdown
30:20 Surprising Student Performance
33:27 Compound Words Mastery
33:59 Tricky Syllable Patterns
35:11 Nonsense Words Accuracy
36:51 Vocabulary vs Morphology
39:14 Why Bugle Is Hard
43:09 Age of Acquisition Effect
45:20 Read Stop Write Strategies
50:44 Choosing High Impact Words
55:51 Interpreting Nonsense Tests
59:01 Literacy Optimisms
01:02:16 Jake’s Take

Reference:
Tortorelli, L. S., Strong, J. Z., & Anderson, B. E. (2024). Multisyllabic decoding achievement and relation to vocabulary at the end of elementary school. Journal of Experimental Child Psychology, 246, 106018. https://doi.org/10.1016/j.jecp.2024.106018

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In this episode, Jake sits down with Dr. Amanda Shimizu to discuss her research paper, A Multimodal Content Analysis of Popular Early Childhood Stories and Read-Alouds on YouTube, co-authored with Dr. Margaret Quinn. Together they analyzed the 50 most popular preschool read-aloud videos on YouTube over a one-year period, examining both video design and instructional quality.

Reference:

Shimizu, A. Y., & Quinn, M. F. (2026). A multimodal content analysis of popular early childhood stories and read-alouds on YouTube. Journal of Early Childhood Literacy, 14687984261442422. https://doi.org/10.1177/14687984261442422

List of 50 analyzed YouTube videos:

Discussion Overview
3:37 — YouTube stats & young children’s screen time
5:28 — Promises & perils of YouTube as an educational platform
7:01 — The 50 most popular channels & creator types
11:04 — What makes a high-quality read-aloud?
13:22 — Video design features (music, animations, props)
17:35 — The “disembodied reader” problem
23:02 — Instructional features: before, during & after reading
28:40 — The 2×2 matrix: production vs. instructional quality
38:10 — Recommendations for YouTube creators
40:58 — Follow-up research coming
43:51 — Jake’s Take

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In this episode I sit down with the SRI Education research team—Dr. Dan Reynolds, Dr. Anna Jennerjohn, and Dr. Sara Rutherford-Quach—to unpack their learning brief, Beyond the Surface.

This episode explores the gap between using high-quality instructional materials (HQIM) and achieving deep, robust reading comprehension.

Read the Brief Here: https://www.sri.com/publication/education-learning-pubs/beyond-the-surface-leveraging-high-quality-instructional-materials-for-robust-reading-comprehension/

Quick Summary:

Actionable advice for coaches and school leaders to build systems that support genuine meaning-making in the classroom.

The Study: Analyzed 111 comprehension lessons across districts with mature HQIM implementation and surveyed 500+ teachers.

The Central Finding: While HQIM was consistently used, 64% of lessons focused only on surface-level objectives (completing tasks) rather than robust comprehension (building a mental model).

Episode Highlights:

Defining the crucial distinction between Surface and Robust comprehension.

Introducing the 6 high-leverage instructional practices that move the needle toward deep understanding.

Timestamps
[0:00] – Teaser: Surface vs. Robust Comprehension

[0:16] – Introduction & episode overview; Jake introduces the HQIM landscape

[1:29] – Introducing the guests and their learning brief: Beyond the Surface

[2:43] – What is HQIM and why has the term taken off so quickly?

[4:46] – Background on the study: Schusterman Family Philanthropies partnership and why SRI undertook this observational research

[7:14] – Why studying mature implementation matters — districts where HQIM had been in place for several years

[9:34] – Defining surface-level comprehension vs. robust comprehension

[20:58] – How the data was collected: 111 classroom observations, 500+ teacher surveys, 100+ interviews, 62 PLCs observed

[25:10] – Finding #1: Teachers were using their HQIM consistently (72–89% daily or almost daily)

[21:26] – Finding #2: High floor established — 98% of lessons had a comprehension purpose; but 64% of lessons set only surface-level goals

[26:06] – The “voltage drop”: how robust lessons erode

[29:57] – The six high-leverage practices for robust comprehension:

[30:11] Practice 1: Engaging students in text-specific analysis
[33:29] Practice 2: Activating and leveraging prior knowledge
[36:10] Practice 3: Explaining and modeling meaning-making
[38:48] Practice 4: Providing instructional feedback
[40:36] Practice 5: Providing opportunities for text-based reasoning
[41:59] Practice 6: Setting up peer learning opportunities
[44:25] – What surface-level instruction looks like in practice

[47:37] – It’s not a checklist: how the six practices can serve surface OR robust ends

[48:56] – Three action steps for coaches and school leaders:
[56:07] – Walkthrough tools and their limitations: why you can’t see robust comprehension in a 5-minute walkthrough

[1:00:28] – Jake’s curveball: How do standards interact with comprehension instruction? (The PLC/Norse mythology example)

[1:06:05] – Student engagement in robust vs. surface lessons — the House on Mango Street discussion example

[1:04:12] – What’s next: upcoming SRI briefs on foundational skills, multilingual learners, and knowledge-building

[1:10:17] – Optimism for the future of literacy: teachers hungry for the “how,” and a push toward more honest comprehension assessment

[1:14:25] – Jake’s Take: Reflections on HQIM as an “instructional floor,” why all three gears must turn (content knowledge, pedagogical knowledge, curriculum knowledge), and a simple habit for keeping comprehension instruction tethered to meaning-making

[1:30:30] – Closing

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This is a rebroadcast of Episode 245 from the Melissa and Lori Love Literacy Podcast – you can check out that episode here: https://podcasts.apple.com/ca/podcast/read-like-us-building-fluency-through-repeated-reading/id1463219123?i=1000748503901Make sure to check out the Literacy.io training on the Kat Framework for Comprehension this June!-June 24-25 in East Lansing Michigan-Individual registration available at: https://tamu.estore.flywire.com/products/cusp—the-reading-leagueliteracy10-participant-registration–412940-Group registration available at: https://tamu.estore.flywire.com/products/cusp—the-reading-leagueliteracy10-group-participant-registration–412945-More information available at literacy.io/contact
Show Notes
2:30 – What is Read Like Us?

Overview of the five-step repeated reading protocol
How it supports accuracy, automaticity, and prosody

4:10 – The Five Reads Explained

Listening passage preview
Echo reading
Choral reading
Partner reading
Performance/independent reading

6:00 – Implementation in Classrooms

Can it work in whole group settings?
Small group intervention applications
Working with paraprofessionals and volunteers

10:00 – Maximizing Reading Time

Why 90% of intervention time should be actual reading
The workout approach to building fluency
Ensuring students are actually reading (not just holding books)

12:53 – How Read Like Us Differs from Traditional Approaches

More than just “read three times and check for speed”
Building all three components of fluency simultaneously
The role of modeling and scaffolding

15:00 – Gradual Release of Responsibility

Transferring task responsibility to students
Why rate/speed wasn’t emphasized in coaching
Automaticity as the outcome, not the input

18:00 – Prosody and Comprehension

Expression as an indicator of understanding
Using the Rasinski multidimensional fluency rubric
Rotating focus areas: expression, phrasing, smoothness, pace

20:00 – Study Results

Fourth grade students: 16.5 WPM growth in 50 days
Effect size of 0.9
Improvements in accuracy, vocabulary, and comprehension measures

22:30 – Potential Comprehension Enhancement

Adding a 10-word takeaway or gist statement
Keeping it “fluency heavy, comprehension light”
Future iterations of the protocol

25:30 – The Stacking Protocol Approach

Learning from dissertation chair Dr. Kit Moore
Combining multiple evidence-based practices
Weaving the reading rope together

27:30 – Cost and Accessibility

Read Like Us is free to implement
Comparison with commercial tier-two interventions
Open access article available

28:48 – Text Selection Philosophy

The month-long process of curating 50 texts
Using challenging and engaging content (100-200 words)
Types included: giggle poetry, science facts, short stories with twists, weird state laws

30:30 – The “Challenging Text” Debate

Using texts above grade level with proper scaffolding
Addressing the 1960s neurological impress research
Why modern research supports stretching students

33:17 – Texts Students Actually Want to Read

Students asking to take intervention texts home
Incorporating core reading program texts for continuity
Balance between practical and engaging content

36:00 – Lexile Levels and Text Complexity

Many texts in 6th-8th grade Lexile range for 3rd-4th graders
Testing the hypothesis: Can struggling readers succeed in harder texts?
Being “level agnostic” in text selection

39:00 – Rethinking Leveled Texts

Limitations of the Lexile formula
Starting with engaging content, not filter levels
The scaffolding makes the difference, not the exact level

42:00 – Student Motivation and Text Choice

Chase’s son reading adult-level joke books in first grade
The power of “want to” over prescribed levels
Teacher control vs. student self-selection

43:00 – Repeated Reading vs. Wide Reading

Defining both approaches
Why they shouldn’t be pitted against each other
Read Like Us = repeated reading across wide array of texts

46:30 – Wide Reading and Teacher Control

Students won’t achieve wide reading through self-selection alone
The teacher’s role in exposing students to diverse genres
Balancing instruction with student choice

48:00 – Benefits of Wide Reading

Exposure to different language patterns across genres
Informational vs. narrative text structures
Building terrain navigation skills with various text types

49:00 – Getting Started with Read Like Us

Start with tomorrow’s text
Find the 200-300 word section with the most “oomph”
Use what you already have in your classroom

50:21 – Closing

Where to find the protocol and resources
Final thoughts and wrap-up

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In this episode we welcome Dr. Sharon Walpole, a professor at the University of Delaware. We explore the challenges teachers face in addressing varying student needs, Dr. Walpole’s pragmatic approach to differentiation, and the developmental roadmap for reading proficiency. Dr. Walpole shares insights on the importance of grade-level instruction, the flaws of certain assessment systems, and practical classroom applications.

Make sure to check out Dr. Walpole’s books with Guilford Press! https://www.guilford.com/author/Sharon-Walpole

00:00 Introduction to Differentiation
01:03 Meet Dr. Sharon Walpole
02:15 Defining Differentiation
03:23 Acceleration vs. Remediation
04:45 Pragmatic Approaches to Differentiation
08:03 Challenges with Guided Reading
16:46 The Science of Reading and Differentiation
23:51 The Stairway to Proficiency Model
35:47 Maximizing Instructional Impact
36:03 The Importance of Dosage in Education
36:38 Resources for Differentiated Reading Instruction
37:35 Grouping Students for Effective Learning
40:20 Aligning Small Group and Whole Group Instruction
48:57 Tiered Instruction: Strategies and Misconceptions
56:40 Effective Use of Paraprofessionals
01:01:32 Curriculum and Instructional Materials
01:03:51 Conclusion and Final Thoughts

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In this episode of the Teaching Literacy Podcast, host Jake Downs discusses with Dr. Michael Coyne from the University of Connecticut the concept of advanced phonemic awareness and its implications for early reading proficiency. Dr. Coyne shares findings from his recent study that examines the impact of using oral-only advanced phonemic awareness instruction on first graders. They explore the theoretical underpinnings, practical recommendations for teachers, and the overall relevance of these findings to classroom practice. Tune in to understand the nuanced debate around advanced phonemic awareness and its role in effective literacy instruction.

00:00 Introduction to Advanced Phonemic Awareness
01:33 Guest Introduction: Dr. Michael Coyne
02:25 Defining Phonological and Phonemic Awareness
06:29 Research on Phonemic Awareness
10:04 Advanced Phonemic Awareness: Concepts and Tasks
12:17 Theoretical Underpinnings and Critiques
20:21 Study Overview: Curriculum and Implementation
26:55 Study Design and Measures
29:44 Evaluating Phonemic Awareness Instruction
30:46 Study Results: Phonemic Awareness Outcomes
32:54 Near Transfer Outcomes: Word Reading and Fluency
34:53 Exploring Differential Benefits
37:39 Recommendations for Phonemic Awareness Instruction
42:17 Balancing Oral and Integrated Phonemic Awareness Activities
50:15 Optimism in Literacy Research and Instruction
52:29 Jake’s Take on Teaching Phonemic Awareness

Reference:
Coyne, M. D., McCoach, D. B., Santoro, L. E., Gentile, M., Rodrigues, C., & Kastner, P. (2025). The Effects of Advanced Phonemic Awareness Instruction in First Grade. The Elementary School Journal, 000–000. https://doi.org/10.1086/737952

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How can we best apply the Science of Reading to support multilingual learners? This episode tackles that critical question with Dr. Steven Amendum from the University of Delaware.

We explore how evidence-based literacy instruction must leverage a student’s first language as a key asset, not a barrier. Dr. Amendum breaks down practical teaching strategies to boost decoding and reading comprehension for bilingual and multilingual students in diverse classrooms.

You’ll also learn how to build effective collaboration between classroom teachers and language specialists and hear about the research-demonstrated impact of the Bella professional learning program. If you’re looking for actionable, research-driven approaches to support your English learners, this episode is a must-listen.

00:00 – Introduction and overview of the episode
02:07 – Current support and challenges for multilingual learners in schools
04:29 – State vs. federal roles and legislation for multilingual learners
06:49 – Key research: Importance of first language (L1) in English reading development
09:21 – Cross-linguistic transfer and leveraging home language as an asset
11:09 – Oral language, vocabulary, and comprehension strategies in L1 and L2
13:44 – Practical strategies for teachers: supporting students without knowing their L1
17:30 – Previewing text language and other evidence-based practices
21:28 – Benefits of these strategies for all students
23:00 – Decoding, fluency, and phonological awareness across languages
25:54 – Instructional strategies: Blend as you go & Say it, move it
34:29 – Peer support and collaborative learning
36:10 – Effective teacher collaboration and professional learning
41:00 – Evidence of impact: Bella program and student outcomes
44:35 – Final thoughts and optimism for literacy research
46:18 – Jake’s Take

Reference:
Kittle, J. M., Amendum, S. J., & Budde, C. M. (2024). What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews. Educational Psychology Review, 36(4), 108. https://doi.org/10.1007/s10648-024-09942-6

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In episode 69 of the Teaching Literacy Podcast, host Jake Downs speaks with Dr. Kay Wijekumar, Houston Endowed Chair in the Department of Teaching and Learning and Culture at Texas A&M University. They discuss the importance of teaching students to generate rather than find the main idea in texts, detailing Dr. Wijekumar’s evidence-based KAT framework (Knowledge Acquisition and Transformation). The episode delves into how the main idea is foundational for reading comprehension and explores practical strategies for teachers, touching on the inefficacies of current curricular practices. Dr. Wijekumar highlights her website, literacy.io, which offers resources and professional development for educators. The conversation also includes a discussion on the critical role of text structures, and how principals and coaches can support teachers in implementing these strategies effectively.

00:00 Show Opening
02:23 Literacy as a Civil Right
04:47 Literacy.io: A Resource for Teachers
08:48 Challenges in Identifying the Main Idea
12:10 Generating vs. Finding the Main Idea
15:49 Knowledge Acquisition and Transformation (KAT) Framework
25:11 Text Structure and Main Idea
34:15 Cause, Problem, Solution Text Structure
35:59 Identifying Causes and Solutions in Education
38:59 The KAT Framework: Knowledge, Acquisition, and Transformation
40:31 Implementing the KAT Framework in Classrooms
41:37 Scaffolding and Sentence Stems for Effective Learning
49:03 Inference Questions and Background Knowledge
01:00:59 Teachers and Coaches: Improving Main Idea Identification
01:07:55 Conclusion and Optimism for Literacy Instruction
01:10:40 Jake’s Take: What Matters Most?

References
Hudson, A. K., Owens, J., Moore, K. A., Lambright, K., & Wijekumar, K. (2021). “What’s the Main Idea?”: Using Text Structure to Build Comprehension. The Reading Teacher, 75(1), 113–118. https://doi.org/10.1002/trtr.2016

Rice, M., & Wijekumar, K. (2024). Inference skills for reading: A meta-analysis of instructional practices. Journal of Educational Psychology, 116(4), 569–589. https://doi.org/10.1037/edu0000855

Rice, M., Wijekumar, K. (Kay), Lambright, K., & Stack, A. (2024). Promoting Inference Generation: Using Questioning and Strategy Instruction to Support Upper Elementary Students. The Reading Teacher, 78(2), 121–130. https://doi.org/10.1002/trtr.2353

Wijekumar, K., Beerwinkle, A., McKeown, D., Zhang, S., & Joshi, R. M. (2020). The “GIST” of the reading comprehension problem in grades 4 and 5. Dyslexia, 26(3), 323–340. https://doi.org/10.1002/dys.1647

Wijekumar, K., Hudson, A., Lambright, K., Owens, J. K., Binks-Cantrell, E., Beerwinkle, A., & Stack, A. (2023). Knowledge acquisition and transformation (KAT) using text structures. The Reading League Journal.

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Dr. Adrea Truckenmiller and Dr. Eunsoo Cho discuss building a strategic assessment system in literacy education. They cover how to use data to inform reading instruction, the difference between screeners, diagnostics, curriculum based measures, and computer adaptive tests, and the importance of reliability in assessments. Common pitfalls like over-testing and teaching to the test are addressed, along with practical advice for setting up a coherent and actionable assessment framework in schools.

Show Documents:
Michigan Department of Education (2020). Early literacy assessment systems that support learning. Lansing, MI: Authors. https://www.michiganassessmentconsortium.org/wp-content/uploads/ELAS_Guide_2020_v5.pdf
Truckenmiller, A. J., Cho, E., Bourgeois, S., & Friedman, E. (2024). Uses and Misuses of Commercial Reading Assessment: An Applied Framework for Decision Making in Grades K through 6. The Reading Teacher, 77(5), 609–623. https://doi.org/10.1002/trtr.2274
Truckenmiller, A., Coyne, M., Valentine, K., & Moura, P. (2025). Independent Researcher Review of Commercial Reading Screening Assessment Suites May 2025. https://doi.org/10.35542/osf.io/vrn3g_v1

00:00 Introduction and Welcome
02:36 The Importance of a Strategic Assessment System
05:25 Different Stakeholders, Different Data Needs
09:50 Assessment of Learning vs. Assessment for Learning
13:31 The Myth of the One Perfect Assessment
17:18 Understanding Screener, Diagnostic, and Progress Monitoring Assessments
28:26 CBM vs. CAT: Formats of Assessment
34:42 Accuracy in Assessment: Sensitivity and Specificity
38:05 Balancing Sensitivity and Specificity in Assessments
39:22 Importance of Reliable Assessments
40:40 Challenges of Over and Under Identification
45:12 Informal Reading Inventories: Pros and Cons
46:14 Modern Assessments and Their Advantages
54:48 Common Pitfalls in Data Usage
57:15 Over Testing and Its Implications
01:00:35 Teaching to the Test: A Critical Look
01:06:24 Building a Coherent Assessment System
01:13:55 Optimism for the Future of Literacy Research

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Guest host Dr. Kristin Conradi Smith interviews Dr. Jake Downs about the ‘secret soup’ of highly effective K-2 teacher teams.

Link to Jake’s Study: https://www.mdpi.com/2227-7102/15/2/259

Downs, J., Martz, K., & Mohr, K. (2025). Exploring the Instructional Effectiveness of High-Growth K-2 Teacher Teams in Foundational Reading. Education Sciences, 15(2), https://doi.org/10.3390/educsci15020259

Link to ULEAD Report: https://schools.utah.gov/ulead/uleadfiles/reports/ipr/Instructional%20Clarity%20Early%20Lit%20IPR.pdf

Please write a short impact statement for Jake’s USU review packet (and thank you!): https://forms.gle/QcUs8ciMcAy2yG6L6

Episode Outline & Show Notes

00:00 — Host Introduction & Listener Call-to-Action
Jake asks listeners for impact statements to support his third-year review.
01:23 — Guest Host Introduction
Kristin Conradi Smith introduces herself and the episode’s focus on effective K-2 teacher teams.
01:44 — Introducing Jake & Study Overview
Kristin introduces Jake as the guest, outlines his research on high-growth teacher teams.
02:20 — Defining Teacher Effectiveness
Jake discusses different ways to define “effectiveness” and the study’s focus on student growth.
04:07 — Why Study Teams?
Jake explains the importance of studying effective teams, not just individual teachers.
06:32 — District Background
Jake describes the “Lincoln School District,” its shift in reading instruction, and its reputation for growth.
09:00 — Study Methods: Quantitative Data
Jake explains how teams were identified using ACADIS data and effect sizes.
11:32 — Student Growth Results
Jake shares impressive proficiency gains by grade level and discusses effect sizes.
13:43 — Mixed Methods & Qualitative Interviews
Transition to focus group interviews with teacher teams and how themes were identified.
16:36 — Theme 1: Collaboration
Teams engage in active, data-driven collaborative planning and shared student ownership.
21:23 — Theme 2: Affordances for Instruction
Teachers describe autonomy, flexibility, and supportive professional development.
28:59 — Theme 3: Data Practices & Goal Setting
Regular data meetings, intentional goal setting at team/class/student levels, and actionable use of data.
41:29 — Theme 4: Teacher Factors
Discussion of teacher knowledge, beliefs, and collective efficacy.
44:57 — Key Takeaways & Reflections
Jake and Kristin reflect on the “secret soup” of effective teams, the importance of systems, and actionable insights for schools.
53:21 — Assessment & Goal Setting in Practice
How effective teams use assessment and goal setting to drive instruction.
57:20 — Teacher Development
The value of both top-down and bottom-up professional learning.
1:00:26 — Final Thoughts & Optimism
Jake and Kristin discuss optimism for the future of reading research and practice.
1:04:02 — Closing & Kristin’s Take
Kristin summarizes the study’s impact and calls for more collaborative, teacher-centered research.

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Melissa and Lori invited Jake to discuss Synchronous Paired Oral Reading Techniques (SPORT) — Listen to the episode here!

Please write a short impact statement for Jake’s USU review packet (and thank you!): https://forms.gle/QcUs8ciMcAy2yG6L6

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Please write a short impact statement for Jake’s USU review packet (and thank you!): https://forms.gle/QcUs8ciMcAy2yG6L6

In this episode, host Jake Downs welcomes guest Dr. Freddy Hebert, a renowned literacy researcher, CEO/Founder of TextProject. The conversation covers topics such as the importance of automaticity, the core vocabulary, reading volume, and shifts in text complexity over the decades. They also dive into how teachers can better support students’ reading proficiency, particularly in early grades, and discuss actionable strategies for educators. The episode concludes with reflections on the current state and future of reading research and instruction.

Link to TopicReads at TextProject: https://textproject.org/teachers/free-texts/topicreads-primary/

Link to figures mentioned by Dr. Hiebert: https://drive.google.com/file/d/1m36jgp8Dt055UrdEa73IQAFES7PPemc_/view

Figure 1 shows the reading accuracy by percentile in grades 1-8. Figure 2 shows the ratio of rare words from core reading programs 1957-2014.

Episode Overview
01:51 Welcome to the Teaching Literacy Podcast
02:28 Introduction to Reading Automaticity
03:36 Defining and Understanding Reading Automaticity
08:10 Core Vocabulary and Its Importance
11:28 Challenges with Rare Words and Proper Names
19:29 Implications for Teaching and Curriculum Design
31:00 Introduction to TextProject.org
31:21 The Importance of Reading Volume
32:19 Engaging Students with Texts
33:15 Statistical Learning and Vocabulary
39:56 Challenges in Reading Programs
46:15 Third Grade Reading Emphasis
48:58 Complexities of English Orthography
54:26 Optimism in Reading Research
56:29 Conclusion and Final Thoughts

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Jake interviews Dr. Steve Graham of the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University

Please write a short impact statement for Jake’s USU review packet (and thank you!): https://forms.gle/QcUs8ciMcAy2yG6L6

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Dr. Phil Capin joins the show to discuss 40 years of reading comprehension instruction.

References:

Capin, P., Dahl-Leonard, K., Hall, C., Yoon, N. Y., Cho, E., Chatzoglou, E., Reiley, S., Walker, M., Shanahan, E., Andress, T., & Vaughn, S. (2024). Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study. Scientific Studies of Reading, 1–30. https://doi.org/10.1080/10888438.2024.2418582

What Works Clearinghouse Practice Guides Mentioned by Dr. Capin

Improving Adolescent Literacy: Effective Classroom and Intervention Practices: Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice Guide (NCEE #2008-4027). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Available at https://ies.ed.gov/ncee/wwc/docs/practiceguide/adlit_pg_082608.pdf

Improving Reading Comprehension in Kindergarten Through 3rd Grade: Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Available at https://files.eric.ed.gov/fulltext/ED512029.pdf

Foundational Skills to Support Reading for Understanding in Grades K–3: Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Available at https://ies.ed.gov/ncee/wwc/Docs/practiceGuide/wwc_foundationalreading_040717.pdf

Providing Reading Interventions for Students in Grades 4–9: Vaughn, S., Gersten, R., Dimino, J., Taylor, M. J., Newman-Gonchar, R., Krowka, S., Kieffer, M. J., McKeown, M., Reed, D., Sanchez, M., St. Martin, K., Wexler, J., Morgan, S., Yañez, A., & Jayanthi, M. (2022). Providing reading interventions for students in grades 4–9 (WWC 2022007). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Available at https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf

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Jake Downs talks with Dr. Blythe Anderson and Dr. John Strong about effective summer tutoring programs to prevent the summer slide in elementary reading. They discuss strategies such as small-group tutoring, differentiated instruction, and interactive read-alouds, based on multi-year research that shows significant gains in vocabulary, reading fluency, and foundational skills. The episode emphasizes the importance of data-driven decision-making and continuous improvement in summer programs, with implications for school-year instruction.

02:07 Understanding the Summer Slide
02:54 Research on Summer School Programs
07:00 Designing Effective Summer Tutoring Programs
08:46 Training and Implementation of Tutors
12:16 Session Format and Instructional Strategies
18:31 Assessment and Differentiation
27:21 Year Three Results and Findings
42:25 Program Evolution Over the Years
48:48 Big Lessons Learned from Summer School Programs
58:52 Final Thoughts and Optimism for Literacy Research

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Host Dr. Jake Downs is joined by Dr. Katherine O’Donnell, an Assistant Professor of Educational Psychology at the University of Utah, to discuss her research on student outcomes in states following the implementation of science of reading legislation.

03:02 Historical Context: Reading First Era
09:37 Mississippi’s Science of Reading Legislation
17:02 Comparative Analysis of State Outcomes
29:08 Impact on Special Education and ELL Students
34:58 Implementation Takes Time
39:48 Why Did the ‘Advanced’ Category on NAEP balloon?
42:56 NAEP SOR Outcomes as ‘Matthew Effects’
48:26 Jake’s Take Capitalizing on Advantages

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Dr. Danielle Colenbrander joins the show to discuss the benefits of morphology instruction with students.

Reference:
Colenbrander, D., Von Hagen, A., Kohnen, S., Wegener, S., Ko, K., Beyersmann, E., Behzadnia, A., Parrila, R., & Castles, A. (2024). The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis. Educational Psychology Review, 36(4), 119. https://doi.org/10.1007/s10648-024-09953-3

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Dr. Cherish Sarmiento joins the show to talk about how fifth and eighth grade students use academic language in their writing. Importantly, we learn that words with seven or more letters may be one way to quickly identify academic words. Reference: Sarmiento, C. M., Truckenmiller, A. J., Cho, E., & Wang, H. (2024). Academic language […]

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In this episode, Jake is joined by Dr. Blythe Anderson to discuss her research with vocabulary instruction strategies. References: Anderson, B. E. (2024). Vocabulary Talk Moves: Using Language to Promote Word Learning. The Reading Teacher, 77(4), 439–452. https://doi.org/10.1002/trtr.2263 Anderson, B. E., Wright, T. S., & Gotwals, A. W. (2023). Teachers’ Vocabulary Talk in Early-Elementary Science […]

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In this episode, Dr. Marianne Rice joins Jake to discuss the different types of inferences and how teachers can support their students in generating inferences to enhance comprehension. For more information, be sure to check out literacy.io References:

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Utah Educators — let’s talk about fluency and comprehension!
October 1 – Brigham City
October 7 – Salt Lake City
October 22 – St. George

Make sure to sign up for both sessions
Fluency: https://usbe.midaseducation.com/professional-development/courses/course/64621
Comprehension: https://usbe.midaseducation.com/professional-development/courses/course/64623
All sessions are free of charge and 7 relicensure hours will be credited for the full day.

A big thanks to the Utah State Board of Education for facilitating these sessions.

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In this episode, Drs. Tricia Zucker and Sonia Cabell join Jake to discuss their “Strive-for-Five Conversations” strategy for promoting oral language development through simple, serve and return style conversations in the classroom.

References:

Strive-for-Five Conversations, by Tricia Zucker & Sonia Cabell

Cabell, S. Q., & Zucker, T. A. (2023). Using Strive‐for‐Five Conversations to Strengthen Language Comprehension in Preschool through Grade One. The Reading Teacher. https://doi.org/10.1002/trtr.2266

‌Zucker, T. A., Cabell, S. Q., Oh, Y., & Wang, X. (2020). Asking Questions Is Just the First Step: Using Upward and Downward Scaffolds. The Reading Teacher, 74(3), 275–283. https://doi.org/10.1002/trtr.1943

‌Zucker, T. A., Cabell, S. Q., & Pico, D. L. (2021). Going Nuts for Words: Recommendations for Teaching Young Students Academic Vocabulary. The Reading Teacher, 74(5). https://doi.org/10.1002/trtr.1967

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In this episode Dr. Jake Downs joins us to talk about his research on Synchronous Paired Oral Reading techniques. Guest hosted by Dr. Chase Young.

Reference:

Downs, J., & Mohr, K. A. J. (2024). A Multilevel Meta-Analysis of Synchronous Paired Oral Reading Techniques in Elementary Classrooms. Literacy Research and Instruction, 0(0), 1–28. https://doi.org/10.1080/19388071.2024.2319654

Downs, J., Mohr, K., & Young, C. (2023). A historical narrative review of paired oral reading practices in elementary classrooms. Journal of Research in Reading, 46(1), 42–63. https://doi.org/10.1111/1467-9817.12413

Downs, J. D. (2021). A Multilevel Meta-Analysis of Paired Oral Reading Methods in Elementary Classrooms [Ph.D., Utah State University]. https://www.proquest.com/docview/2566075613/abstract/467966ECF20D4340PQ/1

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Melissa Loftus and Lori Sappington join us on the show to discuss their recent book entitled “The Literacy 50: Real-World Answers to Questions About Reading That Keep You Up at Night” available through Scholastic.

In this episode we discuss Melissa and Lori’s experiences in the classroom, what led them to start a podcast, and what they’ve learned in over 200 episodes of the Melissa and Lori Love Literacy Podcast.

So many great thoughts in this episode that you won’t want to miss! After you are done listening make sure to check out the Melissa and Lori Love Literacy podcast and their book “The Literacy 50.”

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My guests for this episode are here to discuss the role of dispositions, motivation, and agency within the classroom. Their names are Dr. Margaret Vaughn and Dr. Dixie Massey. Dr. Margaret Vaughn is a professor in the Department of Teaching and Learning at Washington State University and Dr. Dixie Massey teaches at Seattle Pacific University. They are the authors of Overcoming Reading Challenges Kindergarten Through Middle School recently published by Peter Lang Press.

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My guest today is here to talk to use about reading profiles and how to use them in your classroom. Her name is Dr. Louise Spear-Swerling and she is a Professor Emerita in the Department of Special Education at the Southern Connecticut State University. In this episode we talk about her recent book The Structured Literacy Planner published by Guildford Press.

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You’ve probably heard about syntax. Maybe you’ve seen a slide in a presentation that showed a strand of rope labeled as syntax. Or perhaps you learned about sentence structure in school and completed assignments where you had to diagram sentences. But do we really know what syntax is, why it matters, and how to teach it?

My guests today are here teach us about syntax. Their names are Dr. Rachel Knecht and Dr. Dianna Townsend. Rachel Knecht is a doctoral candidate at the University of Nevada-Reno. Her research focuses on supporting adolescents’ reading comprehension, particularly through metalinguistic development. Dianna Townsend is Professor of Literacy Studies in the College of Education and Human Development at the University of Nevada-Reno. Dr. Townsend researches the academic language development of adolescent students, specifically focusing on vocabulary, comprehension, and disciplinary texts.

Plenty of take aways in this episode!

Text Discussed in Episode:

A famed pharaoh of the new period was Amenhotep IV, who triggered a religious revolution. Before Amenhotep’s rule, Egypt was a polytheistic society that believed in many gods, the most important named Amon. But, Amenhotep believed only in Aton, the sun god. Belief in only one god (monotheism) was a radical notion. To show his devotion to Aton, the pharaoh changed his name to Akenhaton (“he who is loyal to Aton”). Akenhaton moved his capital from Thebes, where Amon was worshiped, to Tell el Amanrna.

References

Knecht, R., Larson, L., & Townsend, D. (2023). Exploring teacher and student knowledge of sentence-level language features. Journal of Adolescent & Adult Literacy, 66(6), 344–354. https://doi.org/10.1002/jaal.1290

Townsend, D., Knecht, R., Lupo, S., Chen, L.-T., & Barrios, V. S. (2023). A mixed-methods investigation of third and sixth graders’ academic sentence knowledge. Journal of World Languages, 9(3), 333–370. https://doi.org/10.1515/jwl-2023-0022

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Teaching reading comprehension is a challenging task. There are many different aspects to teaching reading comprehension and doing it well is a feat.

My guests for this episode are here to help us teach reading comprehension better. Their names are Kristin Conradi Smith, Tamara Williams, and Ellen Frackelton. In this episode we cover what the NRP reported about reading strategies, where the implementation of that research went awry, frameworks for the thinking about productive text comprehension instruction, and practices that can be used before, during and after reading to support student understanding of text.

Kristen Conradi Smith is an associate professor in the School of Education at William & Mary. Tamara Williams is a clinical assistant professor at William & Mary, and Ellen Frackelton is a reading specialist in Williamsburg James City Schools in Williamsburg, Virginia.

Reference:

Conradi Smith, K., Williams, T. W., & Frackelton, E. P. (2024). “No More Strategy of the Week”: Considerations for Connecting Comprehension Instruction Back to the Book. The Reading Teacher, 77(4). https://doi.org/10.1002/trtr.2261

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What is the relationship between teachers’ knowledge, belief, self-efficacy, and instructional practice? My guest today studied 34 rural teachers to learn more. Her name is Dr. Karen Kehoe and she is the Director of Dyslexia Services at the Tennessee Center for the Study and Treatment of Dyslexia at Middle Tennessee State University.
In this episode we discuss what the sample of teacher knew about teaching reading, how confident they felt about teaching reading, and the evidence-based practices exhibited in these classrooms. Lots to unpack with many important takeaways for the classroom!

Reference:
Kehoe, K. F., & McGinty, A. S. (2024). Exploring teachers’ reading knowledge, beliefs and instructional practice. Journal of Research in Reading, 47(1), 63–82. https://doi.org/10.1111/1467-9817.12440

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The last few years, it seems everyone’s been talking about phonemic awareness – what works best, how to teach it right, and even how much of it students really need. Today, I’ve got two experts with me, Dr. Florina Erbeli and Dr. Marianne Rice, and they’ve been digging deep into these questions and more.
Dr. Erbeli is an assistant professor at Texas A&M University, and Dr. Marianne Rice just completed her PhD there.
In this episode, we’re breaking down the findings from two recent meta-analyses these researchers did on phonemic awareness. We’re getting into the nitty-gritty – like, does it work better in big groups or small ones? Do those letters really matter when you’re teaching phonemic awareness? How much PA instruction do students really need? And, of course, we discuss deleting and substitution. Lots to unpack in this episode!

References:
Erbeli, F., Rice, M., Xu, Y., Bishop, M. E., & Goodrich, J. M. (2024). A Meta-Analysis on the Optimal Cumulative Dosage of Early Phonemic Awareness Instruction. Scientific Studies of Reading, 0(0), 1–26. https://doi.org/10.1080/10888438.2024.2309386
Rice, M., Erbeli, F., Thompson, C. G., Sallese, M. R., & Fogarty, M. (2022). Phonemic Awareness: A Meta-Analysis for Planning Effective Instruction. Reading Research Quarterly, 57(4), 1259–1289. https://doi.org/10.1002/rrq.473

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Welcome to another episode of TLP!
In this episode, we discuss assessments— their cost, time, and accuracy. Two guests, Dr. Courtenay Barrett and Dr. Adrea Truckenmiller, partnered with a school to explore these questions. Dr. Barrett is an assistant professor in the school psychology program at Michigan State University, and Dr. Truckenmiller is an associate professor in special education at Michigan State, recently published a journal article comparing the costs and accuracy of different reading screening approaches in elementary schools.

They collaborated with a school that used three assessments in third grade: the Star Assessment, Acadience Assessment, and Fountas and Pinnell Benchmark Assessment System. Their goal was to identify which assessment or combination best predicted outcomes on the end-of-year state assessment and determine the specific cutoff scores indicating passing. Additionally, they calculated the monetary and time costs for each assessment’s implementation.

There is a lot to unpack in this episode!

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2023 was a great year here at TLP. I am looking forward to an even better 2024. To kick things off I’ve prepared a special episode where I discuss my New Year’s resolution–thinking like a scientist. In this episode I describe what thinking like a scientist means, why it matters, and the three other frames of thought that often conflict with scientific thinking. I also provide examples of two prominent researchers–Dr. Nell Duke and Dr. Holly Lane–thinking like scientists.

Link to Adam Grant on the Huberman podcast: https://youtu.be/3gtvNYa3Nd8

Link to Nell Duke on the Literacy View: https://youtu.be/5LCpLJVwAeo

Link to Holly Lane on Melissa and Lori Love Literacy: https://youtu.be/R3ZZBb_Odr8

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Dr. Evan Ortlieb joins us to discuss the 2023 edition of the What’s Hot in Literacy survey. This survey was started by Dr. Jack Cassidy in 1997 and is now conducted by Dr. Ortlieb and Dr. Stephanie Grote-Garcia. In this episode we discuss what was hot, what is recieving increased interest, and should be hot.

Dr. Evan Ortlieb is dean of the College of Education and Human Sciences at South Dakota State University. He also co-edited a recent volume entitled, Disciplinary Literacies: Unpacking Research, Theory, and Practice.

We would love it if you consider sharing this episode from a colleague who would benefit and rate/review the show wherever you find this podcast.

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Dr. Dana Robertson joins us to discuss his chapter “Explicit Instruction” in the book “Principles of Effective Literacy Instruction.” We discuss his evolution of thought around explicit instruction, how to balance engagement and being explicit, and discuss the how explicit instruction relates to the gradual release of responsibility.

We would love it if you consider sharing this episode from a colleague who would benefit and rate/review the show wherever you find this podcast.

Reference: Robertson, D. (2021). Explicit Instruction. In S. Parsons & M. Vaughn (Eds.) Principles of effective literacy instruction, Grades K-5 (pp. 136-149). Guilford Press.

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Dr. Molly Ness joins us to discuss her recent book ‘Read Alouds for All Learners: A Comprehensive Plan for Every Subject, Every Day, Grades PreK–8.’ In this episode we discuss the benefits, common misconceptions, steps for conducting a read aloud in your classroom and much more.

Reference:

Ness, M. (2023). Read Alouds for All Learners: A Comprehensive Plan for Every Subject, Every Day, Grades PreK–8. Solution Tree.

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Dr. Margaret Vaughn and Dr. Seth Parsons join us to discuss their recent book “Accelerating Learning Recovery for All Students: Core Principles for Getting Literacy Growth Back on Track.” We discuss a range of topics including schoolwide action teams, MTSS, partnering with communities, and much more. I always learn a great deal from these two scholars, this is an episode you won’t want to miss!

Reference:

Vaughn, M., & Parsons, S. A. (2023). Accelerating Learning Recovery for All Students: Core Principles for Getting Literacy Growth Back on Track. Guilford Publications: New York, NY.

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Welcome to a new school year! I hope your summer was fantastic. In this episode I share what I’ve been up to, a bit of history about the podcast, and where the show is going. Be sure to check it out!

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Dr. Young-Suk Grace Kim joins us on this episode to discuss the Direct and Indirect Effects Model of Reading (DIER). DIER builds on and adds to other models of reading (i.e., SVR or Scarborough’s Rope). It encompasses a wide range of factors, including morphological awareness, text reading fluency, and higher-order cognitions, all integrated into a […]

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In this episode of TLP, I am thrilled to have Dr. Shayne Piasta on the show. Dr. Piasta is a listener-favorite from Episode 37 and is joining us to discuss alphabet instruction. Our conversation comes from an excellent chapter she wrote in the newly-released Handbook on the Science of Early Literacy (Cabell et al., 2023). If you enjoyed her insights from Episode 37 on early literacy, you won’t want to miss this interview.

Dr. Piasta is is Professor of Reading and Literacy in Early and Middle Childhood in the Department of Teaching and Learning at The Ohio State University

Link to the Handbook on the Science of Early Literacy: https://www.guilford.com/books/Handbook-on-the-Science-of-Early-Literacy/Cabell-Neuman-Terry/9781462551545

Reference

Piasta, S.B. (2023). The science of early alphabet instruction: What we do and do not know. In S.Q. Cabell, S.B. Neuman, & N.P. Terry (Eds.), Handbook on the Science of Early Literacy. Guilford.

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Welcome to the show!

In March 2022, the IES released a practice guide for teachers entitled “Providing Reading Interventions for Students in Grades 4-9” In this episode, I interview four of the panelists who wrote this guide–Dr. Deborah Reed, Dr. Jade Wexler, Dr. Kimberly St. Martin, and Dr. Joe Dimino.

This episode is jam-packed of takeaways for your classroom and make sure to check out the guide, available in the show notes.

Link to IES Practice Guide: https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf

Link to other IES Practice Guides: https://ies.ed.gov/ncee/wwc/Search/Products

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Thanks for a great 2022! Looking forward to TLP in 2023! In this episode, I talk about alignment between preschool writing standards and early elementary writing standards in state that adopted the Common Core. My guest is Laura Tortorelli who is an assistant professor in the Department of Teacher Education at Michigan State University.

Highlights include insight into how preschool are early writing standards are organized, what practices these standards emphasize, and what it all means for instruction.

Reference:

Tortorelli, L. S., Gerde, H. K., Rohloff, R., & Bingham, G. E. (2022). Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era. Reading Research Quarterly, 57(2), 729–752. https://doi.org/10.1002/rrq.436

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Welcome to another episode of TLP! This is a fantastic episode where Dr. Danielle Colenbrander breaks down for us irregular words and what we know about these words from research.

Dr. Colenbrander is a post-doctoral research fellow at Macquarie University and the lead author of two recent articles we discuss in the episode.

A big thanks to my new co-producer, Patrick Wells who helped make this episode possible.

If you find value in the show we would appreciate a donation to keep things running. You can find TLP on the business side of Venmo @teachlitpodcast or there is a secure link on teachingliteracypodcast.com where you can donate securely.

References:

Colenbrander, D., Kohnen, S., Beyersmann, E., Robidoux, S., Wegener, S., Arrow, T., Nation, K., & Castles, A. (2022). Teaching Children to Read Irregular Words: A Comparison of Three Instructional Methods. Scientific Studies of Reading, 26(6), 545–564. https://doi.org/10.1080/10888438.2022.2077653

Colenbrander, D., Wang, H.-C., Arrow, T., & Castles, A. (2020). Teaching irregular words: What we know, what we don-t know, and where we can go from here. The Educational and Developmental Psychologist, 37(2), 97–104. https://doi.org/10.1017/edp.2020.11

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This is a great interview that covers a lot of ground. We discuss teacher content/pedagogical knowledge, phonological awareness instruction, and phonics instruction, why it all matters, and what it means for instruction. My guests are Dr. Shayne Piasta from the Ohio State University and Dr. Alida Hudson from Texas A&M University A big thanks to […]

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Welcome to a new school year! This is a fantastic interview to kick things off. In this episode I am talking with Dr. Courtney Hattan and Dr. Sarah Lupo about knowledge, what it means for reading comprehension, and how to think about leveraging knowledge in the classroom. I am also excited to announce that there […]

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Welcome to this episode of TLP! My guest is Dr. Kathleen Brown who directs the reading clinic in the college of education at the University of Utah. Her work focuses on beginning reading instruction, word recognition, instruction, comprehension, instruction, intervention models for at-risk and struggling readers, and teacher professional development in reading instruction and intervention. […]

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Welcome to this episode of TLP! My guest is Dr. Devin Kearns, who is an Associate Professor of Special Education in the department of Educational Psychology at the University of Connecticut. Dr. Kearns’s research focuses on reading disability, including dyslexia and school-aged children with an emphasis on linking educational practice to cognitive science. In this […]

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In this episode I interview Dr. Louise Spear-Swerling about her new book Structured Literacy Interventions: Teaching Students With Reading Difficulties Grades K-6. Dr. Louise Spear-Swerling is a professor emerita in the department of special education at Southern Connecticut State University. Her research interests have focused on reading development, literacy difficulties, and how teacher knowledge connects […]

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Maybe you have bought materials from Teachers Pay Teachers to use in your classroom. Or maybe you borrowed curriculum from another teacher that you used to supplement your instruction in the classroom. This is supplemental curriculum at work and my guest today has some interesting findings about this phenomenon.His name is Daniel Silver and he […]

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Today’s guest is a returning guest. I’m very excited to re-interview on the show, Dr. Margaret Vaughn. Dr. Vaughn is an associate professor in the College of Education at Washington State University. Dr. Vaughn recently completed a systematic review of teacher visioning in a systematic review, which forms the basis of our conversation today. I […]

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Welcome to a new year! In this episode I invited Dr. Zoi Philippakos associate professor in the College of Education at the University of Knoxville, Tennessee to discuss her recent book Developing Strategic Young Writers Through Genre Instruction Resouces for Grades K-2. It’s a great book, she also has a related book for 3-5 that […]

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2021 was fantastic! Looking forward to a great year of literacy in 2022!

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I’m very excited about today’s episode today. My guest is Dr. Dan Reynolds, he is an assistant professor of English and literacy education at John Carroll university. He does a lot of work with scaffolding texts and, helping support students in complex texts. But today we’re talking specifically about updated recommendations for adolescent literacy. In […]

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Identifying text structure is an important element of the Common Core State Standards, but what does research say about what it is and how it should be taught? Dr. John Z. Strong is back on the show today to talk about these questions. He developed and investigated an intervention called ‘Read STOP Write’ to support […]

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Thank you for your continued support with the podcast! My goal is to publish two episodes a month, I would love some help to make that happen. Two things I am looking for: #1 Someone willing to help me with backend work. This includes audio editing, uploading, and show notes. I can show you how! […]

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As educators, we are constantly trying to hone our craft. However, what types of knowledge do teachers need to develop further expertise, and how do we gain that knowledge? My guests on this episode co-wrote a chapter in the recent book, “Principles of Effective Literacy Instruction” (see E 24) that tackles that very subject. Their […]

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Welcome to another episode of the Teaching Literacy Podcast! In this episode, Dr. Tim Rasinski and Dr. Chase Young answer YOUR questions on reading fluency. We sent out a questionnaire in July for educators to submit questions about reading fluency. A big thanks to all who submitted questions, we received a worldwide response. I hope […]

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Welcome to this episode of the Teaching Literacy Podcast! In this episode Dr. Steve Graham joins me on the show to discuss research on the benefits of integrating reading and writing instruction. We talk research, theory, and practice. This episode has lots of great takeaways for your classroom- this is a show you won’t want […]

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Have a reading fluency question? We want to hear it! Dr. Tim Rasinski and Dr. Chase Young are joining me on the show to answer YOUR questions about reading. Interested? Copy and paste this link into your browser to submit your question: https://forms.gle/SQr4ay7ixZpNvW1s5 You have until July 23 to submit your question. Tune in in […]

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Welcome to another episode! I am very fortunate to be joined by Dr. Seth Parsons in this episode. Dr. Parsons is a professor at George Mason University and recently co-edited a book with Dr. Margaret Vaughn entitled “Principles of Effective Literacy Instruction K-5.” The book is an excellent read- the 22 chapters are short, to […]

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What do eye movements tell us about reading comprehension? In this episode I talk with Drs. Kit and Eric Mohr about eye tracking evidence that supports goal directing reading. Image of Figure 1, referenced in the discussion Reference: Mohr, K. A. J., Downs, J. D., & Mohr, E. S. (2020). Mindful Reading: Eye-Tracking Evidence for […]

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Welcome back to the Teaching Literacy Podcast! This is a fantastic interview to get us rolling again. Today I welcome Dr. Sarah K. Clark to discuss a series of studies she completed that integrated literacy and science instruction. Disciplinary Literacy Learning Modules from the Annenberg Foundation: References: Clark, S. K., Judd, E., Smith, L. K., […]

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Welcome to part 3 of 3 of this mini-series on thinking about comprehension. Strategy instruction is a key component of many classrooms, what what does research indicate about its effectiveness? Check out this episode to find out!

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There’s several popular models of reading comprehension that are frequently talked about, such as Gough and Turner’s Simple View of Reading or Scarborough’s Rope. I enjoy these models and think they have a lot to tell us about reading comprehension. However, my favorite model of reading comprehension, and the one that I think has the […]

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Hello! After a 7 month hiatus, the Teaching Literacy Podcast is back! Thanks for sticking with me. More to come!

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How do you teach reading comprehension? Perhaps that is question you, or your colleagues, have asked. It’s a legitimate question; reading comprehension is very complex, with a lot of moving pieces. Further, there’s a lot of ongoing conversation about how reading comprehension instruction should (or should not) look like. But, what does research say about […]

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Welcome! I’m still busily working on a dissertation and supporting new teachers. Questions have been on my mind a lot this school year! How are they being used in classrooms? Is it effective? How can we enhance the use of questions in our classrooms? Two peer-reviewed articles that addressed these questions caught my eye recently. […]

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Hi! I’m busy writing a dissertation and coaching new teachers, but I wanted to drop a quick line and talk about what our previous guests on the show have been up to- and there’s been quite a bit. Check out this quick, 6 minute show to find out! ~Jake Articles Referenced in the Show: ILA […]

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Welcome to Episode 21 of the teaching literacy podcast! I am very excited for today’s guest Today Dr. Pamela Snow joins us to talk about a new framework she’s developed called SOLAR- Science of Language and Reading. Our discussion outlines the important relationship between reading and language. Dr. Snow is a Professor of Cognitive Psychology […]

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Welcome to Episode 20 of the Teaching Literacy Podcast! I titled today’s Episode 20 Years of NRP 2000, which seemed fitting for Epsiode 20. I didn’t plan it that way, it’s just how the cookie crumbled. Before we get to that though, a few announcements. -Teaching Literacy Podcast is now available on Spotify, which is […]

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Welcome to Episode 19 of the Teaching Literacy Podcast. Partner reading is a common practice in many classrooms, but how does one form of partner reading, dyad reading, influence the academic and attitude outcomes of students? Today my guest Dr. Kathleen Mohr and I address this very question. This show is an exciting one for […]

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Welcome to episode 18 of the teaching literacy podcast. Read alouds are a common practice in elementary classrooms, but do students benefit from this practice and how can teachers become better at implementing read alouds in their classroom? My guests today have researched these and similar questions for over a decade. Their names are Dr. […]

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Homogeneous grouping is a very popular practice, especially in younger grades, but how effective is homogeneous grouping? Do different students benefit more from it? My guest today recently published a study investigating these very questions. Her name is Dr. Susan Patrick and she is a Postdoctoral Scholar in the Department of Leadership, Policy, and Organizations […]

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Welcome to Episode 16 of the teaching literacy podcast. I hope the end of your school year went well, and that you get a well earned break this summer Many teachers use the summer to think about how to improve their literacy instruction for the upcoming school year. You are probably like that, (maybe not […]

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Welcome to the Teaching Literacy Podcast! I hope this episode finds you healthy and that your teaching has thrived in spite of current events. I’m very excited for today’s episode. It’s becoming clear that we are in middle of a landmark event for education, worldwide. COVID-19 forced us all to turn on a dime and […]

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Welcome to another episode of the Teaching Literacy Podcast. It is great to have you with us for another great episode. I hope you and your families are well and healthy, and that your work is as productive and influential as ever. I’m very excited for today’s episode, today I have a great discussion with […]

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Developing readers will likely encounter thousands of unfamiliar words over the course of a school year. How will you teach those words to your students? My guest today is Dr. Freddy Hiebert and she has some excellent insight to this conundrum in her new book ”Teaching Words and How They Work” We have an excellent […]

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Welcome to this special supplemental episode of the Teaching Literacy Podcast. Due to current events, eLearning seems to be at the front of everyone’s mind. Yesterday, schools in my state of Utah were cancelled for 14 days due to Coronovirus, and I know there are thousands of schools nationwide where this is occurring. Naturally, eLearning […]

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Does what we do in oral reading fluency transfer to silent reading? That may not be a question you’ve thought much about- I know I certainly didn’t before I was introduced to today’s topic. Oral reading fluency is a major milestone on the way to building a successful reader, but most authentic reading in the […]

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When a student is required to write about a text, what contributes to writing a successful summary? The first answer that may come to your mind is ‘reading comprehension’ did they understand the text the read in the first place? And you would be correct! Reading comprehension matters a whole lot when writing summaries. But […]

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There’s a lot research out there, and more continues to be published every day. Each quality study on reading has it’s importance- but what are the trends in the field of research? That’s exactly of what my guests in this episode set out to do. Drs. Emily Brown Hoffman and Colleen Whittingham sifted through nearly […]

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How do your readers view themselves as readers? How do they view their own persistence? Their opportunity to make decisions within your classroom? What their perceptions of their own persistence? These questions are all aspects of student agency, and in this episode I talk with Dr. Margaret Vaughn about the Student Agency Profile (StAP) that […]

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When was the last time you veered from your lesson plan? Why did you do it? Did your adaptation turn out better than your original plan? This episode, I discuss the adaptations teachers make during literacy, instruction with Dr. Margaret Vaughn of University of Idaho. We discuss how often teachers adapt instruction, what types of […]

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Join me for an excellent conversation with Dr. Chenyi Zhang of Georgia State University. We discuss how to think about writing with preschoolers and six best practices for integrating writing during morning meeting. This is a very pragmatic episode for anyone who teaches pre-K! Practices Discussed: Have writing materials on hand Write the routines Share […]

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Join us for part 2 of an excellent conversation with Dr. D Ray Reutzel Reading Hall of Fame Inductee Dr. D Ray Reutzel joins us this week to discuss his coauthored book Young Meaning Makers: Reading Comprehension in Grades K-2 We discuss how oral language can be used to support comprehension in the classroom, strategies for […]

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Reading Hall of Fame Inductee Dr. D Ray Reutzel joins us this week to discuss his coauthored book Young Meaning Makers: Reading Comprehension in Grades K-2 We discuss the Construction Integration model of reading, how it relates to the CCSS, and how to use both to leverage student comprehension. The book says K-2, but this […]

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Join us for part 2 of our conversation with Dr. Chase Young on strategies for supporting student fluency using the RTI framework. It’s great conversation on Tier 2 and Tier 3 strategies. Dr. Young is an associate professor at Sam Houston State University and the author of Tiered Fluency Instruction: Supporting Diverse Learners in Grade […]

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Join me this episode in an excellent discussion on reading fluency with Dr. Chase Young. Dr. Young is an associate professor at Sam Houston State University, and author of the recent book Tiered Fluency Instruction: Supporting Diverse Learners in Grades 2-5. In this two-part interview we discuss the components of fluency and how readers theater […]

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Join me for a great conversation with Dr. John Z Strong from the University at Buffalo on how to support students in reading difficult texts. Highlights include: -A discussion on the difference between text complexity and text difficulty (and why it matters) -Suggestions for how to group students in reading difficult texts -A sample walk […]

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Dr. Lindsey Moses from ASU joins us to talk about an observational study of first graders during independent reading time. We have a great conversation about the history of independent reading, findings from her study, and what it means for the classroom. Connect with Dr. Moses- Website: LindseyMoses.weebly.com Twitter: @DrLindseyMoses Moses, L., & Beth Kelly, […]

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Hey everyone, I’m Jake! I started this podcast as a common space for literacy teachers and researchers. In this first episode I outline why I think this podcast is needed and ideas for how to approach the content.

Teaching Literacy Podcast: Recent Episodes

Jake Downs