Science of Reading: The Podcast

• Science of Reading Essentials: Writing

  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:ResourcesAccess 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/scienceofreadingQuotes:“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

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

  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/ ResourcesThe CLICK LabEffects 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 InstructionListen: The joy of reading aloud, with Molly NessListen: Supporting multilingual/English learners with the Science of ReadingJoin our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect 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 building14:00 Reciprocal relationship between reading and knowledge building18:00 Reading comprehension strategies as scaffolding21:00 Using interactive read-alouds24:00 Concept mapping and word walls26:00 Vocabulary is the tip of the iceberg28:00 Multilingual learners37:00 Research on knowledge building*Timestamps are approximate, rounded to nearest minute

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• A better way to teach our teachers, with Dr. Karen Betz

  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 CollegeResourcesWebsite: Marian University’s M.S. in reading scienceWebsite: Higher Education Community of Practice for Professors of LiteracyDownload: Course Alignment Planning ToolThe Center for Reading Science: Implementing the Science of Reading in Higher EducationThe Reading League Compass: Educator Preparation Programs Map: The Reading League Compass: Policymakers and State Education AgenciesRead: Teaching Reading SourcebookRead: Essentials of Assessing, Preventing, and Overcoming Reading DifficultiesWebsite: Stronger Together: The Alliance for Reading Science in Higher EducationListen: What I should have learned in college, with Donna HejtmanekJoin our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect 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 Betz07:00 First lightbulb moment09:00 Why is higher education teacher education a hot topic right now?12:00 Relationship between schools and universities14:00 Partnering with reading science aligned grade schools17:00 Legislation for teacher development20:00 Collaboration between universities23:00 Professional development for higher education25:00 Creating a tool to help higher education teachers32:00 Key takeaways for Dr. Karen Betz35:00 Final thoughts*Timestamps are approximate, rounded to nearest minute

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

  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/ ResourcesLiteracy 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/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/Have a burning question? Submit at amplify.com/sormailbagQuotes:“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 GoldenbergEpisode timestamps*02:00 The latest from Claude Goldenberg 04:00 Literacy and the urgency of now7:00 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 recognition29:00 Question 4: How do we support kids that are two or three grade levels behind?30:00 Dyslexia and the importance of universal screening35:00 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

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

  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: @YoungSukKim19ResourcesRead: Enhancing Reading and Writing Skills through Systematically Integrated InstructionRead: Reading and Writing Relations Are Not Uniform: They Differ by the Linguistic Grain Size, Developmental Phase, and MeasurementJoin our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect 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/springsorsummitQuotes:“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 LambertEpisode timestamps*03:00 Introduction: Who is Young-Suk Grace Kim?05:00: Defining a theoretical model07:00 Origins of Young-Suk’s model08:00 Interactive Dynamic Literacy Model Overview14:00 Why interactive and why dynamic15:00 Hierarchical relations between low order skills and high order skills18:00 Breaking down “Interactive”19:00 Young-Suk’s ideal classroom20:00 Breaking down “Dynamic”21:00 Linguistic grain size22:00 Why linguistic grain size matters for teachers26:00 Why word reading and spelling are more strongly related than reading comprehension and writing composition29:00 Dynamic relationship of developmental phases30:00 Measuring reading and writing33:00 Interactive Dynamic Literacy Model summarized35:00 Understanding reading and writing difficulty, including dyslexia42:00 Dr. Kim’s Final Thoughts44:00 Susan’s takeaways from the conversation*Timestamps are approximate, rounded to nearest minute

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