All For Literacy

What role can social media play in advancing the science of reading movement?

Recorded live during Plain Talk About Literacy and Learning 2024 in New Orleans, host Dr. Liz Brooke sits down with literacy influencer Jessica Farmer to discuss how social media provides an effective platform for transferring data-backed practices to educators, administrators, and parents. A former first grade teacher, Farmer shares actionable activities and tips with more than 300,000 followers on her Farmer Loves Phonics accounts on Instagram, TikTok, Twitter, and Facebook. 

Farmer shares how to:

• Spot literacy misinformation on social media

In this special All For Literacy episode, listeners at the live recording had the opportunity to ask Farmer specific questions about the role of certain platforms in literacy education and enjoy memorable audience interactions. 

Listen to Episode 5 to understand another side of the science of reading movement. And don’t forget to subscribe to All For Literacy and never miss an episode. 

“I can’t talk about how I understand the research without first going into…the history and the experiences of the communities that I’m looking to serve,” Dr. Gretchen Givens Generett says in Season 2, Episode 4 of All For Literacy. Host Dr. Liz Brooke has a compassionate discussion with Generett about understanding the lived experiences of students and educators and how to provide support so both can thrive. 

Generett currently serves as dean, professor, and the Noble J. Dick Endowed Chair of Community Outreach at the School of Education at Duquesne University. Her teaching and research work aim to enhance educators' skills and habits so they can effectively teach diverse populations of students.

Gain thoughtful and research-backed insight into how educators can create truly equitable systems, understand education as a human system, and foster meaningful learning and relationships while considering diverse histories and lived experiences. Educational leaders will especially benefit from Generett’s deep look into her co-authored book, Five Practices for Equity-Focused School Leadership. 

Strengthen your classrooms with useful tips for navigating challenging moments, especially those often exacerbated by the realities of power, privilege, and different lived experiences. 

Episode Breakdown

(01:58) – How Generett’s own educational experience influenced her professional career

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How intrinsically linked are the skills for reading and writing? 

In Season 2, Episode 14 of All For Literacy, Dr. Young-Suk Kim joins host Dr. Liz Brooke for a technically in-depth conversation about the interconnectedness of reading and writing skills. 

In tandem with a provided visual aid, Kim and Brooke deeply explore the Direct and Indirect Effects Model of Writing (DIEW). Proposed by Kim after her extensive research into the subject of literacy, the DIEW model breaks down individual components needed to master writing skills which include reading skills often discussed on All For Literacy. 

After listening, educators and administrators will understand how to: 

• Shape instruction planning around foundational skills 

Kim’s evidence-backed model provides actionable guidance for listeners who want to strengthen reading and writing instruction to best support their students’ entire academic journey. Tune into Episode 14 of All For Literacy for a masterclass on translating the science behind language and literacy development in daily classroom practices. 

“You could have the best curriculum, but without teachers understanding what you're asking of them or why they need to shift their practice, there will always be…distrust in the curriculum,” Rhonda Nelson says in this episode of All For Literacy with host Dr. Liz Brooke. 

Rhonda Nelson is the curriculum instruction and assessment coordinator for the Bettendorf Community School District in Bettendorf, Iowa. Having previously served as a classroom teacher and earned a dyslexia certification, Nelson is now a doctoral candidate in reading science at Mount St. Joseph University.

Nelson brings a boots-on-the-ground viewpoint to All For Literacy for a discussion about critical topics in education:

• Concerning data trends from The Nation’s Report Card

While this episode’s discussion is wide and varied, one common theme emerges—how to best support teachers during adolescent literacy instruction. Tune in for actionable advice derived from a firsthand perspective, and subscribe to All For Literacy to catch new episodes.

Episode Breakdown

(01:43) – Nelson’s journey to her current position 

(09:20) – Current teacher challenges and concerning NAEP data trends

(14:20) – How to best support teachers when implementing evidence-based practices

(18:25) – Importance of shared consensus across classrooms, schools, and districts

(21:10) – Strengthening the relationship between educators and researchers

(26:54) – How Nelson balances educational work with a Master’s program

(30:19) – Impact of COVID and the science of reading on upper elementary and middle school

(34:42) – Content-area teachers and literacy instruction

(44:15) – Hope for the future

(53:45) – Best practices for enriching literacy learning for students

About Rhonda Nelson

Rhonda Nelson is the curriculum instruction and assessment coordinator for the Bettendorf Community School District in Bettendorf, Iowa. Having previously served as a classroom teacher and earned a dyslexia certification, Nelson is now a doctoral candidate in reading science at Mount St. Joseph University.

Mentioned in this Episode

Liz Brooke, X @LizCBrooke

Liz Brooke, LinkedIn

Rhonda Nelson, LinkedIn 

APM Reports — “Hard Words: Why Aren’t Our Kids Being Taught to Read”

APM Reports — “Sold A Story: How Teaching Kids to Read Went So Wrong”

Bettendorf Community School District

The Nation’s Report Card (NAEP Data)

All For Literacy, Episode 2 with Kareem Weaver

All For Literacy, Episode 10 with Dr. Shayne Piasta

Lexia LETRS® Professional Learning

Lexia Aspire™ Professional Learning

The Reading League

International Dyslexia Association®

Are you implementing up-to-date research findings in your school or classroom? 

Season 1 of All For Literacy frequently touched on the issue of connecting educators with new and established research and how to best apply evidence-based findings in the classroom. To kick off Season 2, two influential education researchers join host Dr. Liz Brooke for an enlightening discussion about current research and how findings translate into everyday classroom practices. 

Tune into this episode to hear from Dr. Sharon Vaughn and Dr. Jeanne Wanzek. Vaughn is the Manuel J. Justiz Endowed Chair in Education and the executive director of The Meadows Center for Preventing Educational Risk at the University of Texas at Austin. Wanzek is a professor and Currey-Ingram Endowed Chair in the department of special education at Peabody College of Vanderbilt University. 

The discussion deeply explores the guests’ areas of research on adolescent and upper-grade literacy, improving interventions with additional components, weaving literacy throughout the entire school day, and Tier 1 instruction. 

Educators will gain evidence-based strategies to implement day to day to strengthen literacy levels across subjects and grade levels. Join Lexia® for an all-new season of All For Literacy, and subscribe to never miss an episode. 

Episode Breakdown

(04:06) – Wanzek’s professional journey

(06:37) – Vaughn’s professional journey 

(12:38) – Wanzek’s and Vaughn’s relationship as mentor and mentee

(17:34) – Takeaways from The Nation’s Report Card results

(21:07) – How to strengthen interventions through strategic integration

(24:28) – How to weave literacy instruction through the whole class schedule

(30:06) – The differences in the science of reading across grade levels

(35:48) – The importance of customization in literacy instruction

(44:00) – Research-based look at Tier 1 instruction

(48:34) – Advice for teachers and hope for the future

Dr. Sharon Vaughn

Dr. Sharon Vaughn is the Manuel J. Justiz Endowed Chair in Education and the executive director of The Meadows Center for Preventing Educational Risk at the University of Texas at Austin. She’s currently the principal or co-principal investigator on several research grants for the Institution for Education Sciences, National Institute for Child Health and Human Development, and the U.S. Department of Education that explore effective interventions for students with reading difficulties and English Language Learners. 

Dr. Jeanne Wanzek

Dr. Jeanne Wanzek is a professor and Currey-Ingram Endowed Chair in the department of special education at Peabody College of Vanderbilt University. Her research focuses on effective reading instruction and intervention for students with reading difficulties and disabilities. Before receiving her doctorate, Wanzek worked as a special educator and an elementary teacher. 

Mentioned in this Episode

Liz Brooke, X @LizCBrooke

The Meadows Center for Preventing Educational Risk

Department of Special Education at Peabody College of Vanderbilt University

The Nation’s Report Card

Christy Austin

Rachel Donegan

Whether you are a loyal All for Literacy listener or tuning in for the first time, Episode 11 is for you. In this podcast episode, host Dr. Liz Brooke journeys through season one of All For Literacy, recapping insight and common threads discussed with key industry voices. 

Liz shares highlights from discussions with Emily Hanford, Kareem Weaver, Dr. Kymyona Burke, Dr. Shayne Piasta, and other valued guests while providing further conclusions and food for thought. 

This episode covers the relationship between the pandemic and literacy levels, literacy as a civil right, integrating technology to empower educators, educational policy, multilingualism, differentiated literacy needs, research-based practices, and other related topics. 

Catch up on what you missed before next season or to deepen your understanding of what you have learned all year. Tune in to relive the premiere season of All For Literacy and set the stage for 2024!

Episode Breakdown 

(01:36) – Emily Hanford and what the pandemic taught us about learning to read

(04:39) – Kareem Weaver: Literacy is a civil right

(08:46) – Carl Hooker: Informed, empowered and equipped teachers are key

(11:14) – Trisha DiFazio and Allison Roeser: Social Emotional Learning is the plate 

(14:34) – Dr. Kymyona Burke: Relationships and accountability

(17:40) – Dr. Claude Goldenberg: The Reading Wars are damaging for our schools

(22:50) – Dr. Tiffany Hogan: Identification, Intervention, and Implementation 

(27:25) – Dr. Maryanne Wolf: Neuroscience and Dyslexia

(30:12) – Dr. Shayne Piasta: Bringing research to the classroom

About Dr. Liz Brooke 

Dr. Liz Brooke is the chief learning officer at Lexia®. She is a lifelong learner dedicated to empowering literacy educators and supporting students. Before joining Lexia, she worked at Rosetta Stone, the Florida Center for Reading Research, and as a speech-language pathologist. 

Mentioned in this Episode

Find all the episodes mentioned at AllForLiteracy.com

Liz Brooke, Twitter @LizCBrooke

Emily Hanford, Twitter @ehanford

Tiffany Hogan, Twitter @TiffanyPHogan

Kareem Weaver, Twitter @KJWinEducation

Trisha DiFazio, Twitter @TrishaDifazio

Allison Roeser, Twitter @AllisonRoeser

Dr. Kymyona Burk, Twitter, @kymyona_burk

Dr. Tiffany Hogan, Twitter @tiffanyphogan

Dr. Maryanne Wolf, Twitter @MaryanneWolf_

APM Reports — “Sold A Story: How Teaching Kids to Read Went So Wrong”

FULCRUM-Oakland

Mississippi's Literacy-Based Promotion Act

Join our community of listeners and never miss an episode at  All For Literacy today!

“There’s wisdom and expertise that comes with practice, but we can also [use] science to help us identify practices that have the most promise [of better supporting] all children,” Dr. Shayne Piasta says about translating research into tangible classroom practices during Episode 10 of All For Literacy.

Piasta is a professor in the Department of Teaching and Learning at The Ohio State University and a faculty fellow at the Crane Center for Early Childhood Research and Policy. Her research focuses on early and emergent literacy skill development and empirical validation of educational practices. 

During this discussion, host Dr. Liz Brooke and Piasta cover the importance of professional development for teachers and connecting research with classroom practices. 

Dive into:

• The barriers preventing the implementation of research in the classroom

Join us for Episode 10 of All For Literacy to gain valuable, science-backed insight about translating evidence-based instruction into the classroom and supporting teachers on their learning journeys so all students can thrive. 

Join our community of listeners on All For Literacy today!

Episode Breakdown

(00:57) - Inspiration behind Piasta’s career

(06:26) - Barriers to implementing evidence-based practices

(10:18) - Research is always evolving

(12:48) - Coaching vs. leadership: How to best support teachers

(18:04) - The relationship between evidence-based curriculum and student achievement

(24:18) - Importance of oral language skills

(33:44) - Implementation science: How to make it easier for teachers to connect research and practice

About our guest: Dr. Shayne Piasta

Dr. Shayne Piasta is a professor in the Department of Teaching and Learning at The Ohio State University and a faculty fellow at the Crane Center for Early Childhood Research and Policy. Her research focuses on early and emergent literacy skill development and empirical validation of educational practices. Her specific areas of expertise include young children’s acquisition of alphabet knowledge and the efficacy of professional development and early literacy curricula/interventions. 

Mentioned in this Episode

Liz Brooke, Twitter @LizCBrooke

Florida Center for Reading Research

Haskins Lab

IES Practice Guides

Handbook on the Science of Early Literacy

10 Things Every Literacy Educator Should Know About Research, Nell K. Duke and Nicole M. Martin

“The earlier the intervention, the better the results for that child over time,” says Dr. Maryanne Wolf about dyslexia screenings in Episode 9 of All for Literacy with host Dr. Liz Brooke. The wide-reaching conversation is detailed, rooted in science, and sure to enlighten educators, administrators, and parents about the science of reading.

In this episode, exploring the importance of early screenings for dyslexia is just the beginning of the insight-packed conversation with Brooke and Wolf. They also discuss:

• Wolf’s work connecting the science of reading with balanced literacy

Wolf is director of the Center for Dyslexia, Diverse Learners, and Social Justice at the UCLA Graduate School of Education and Information Studies and the author of several books including Proust and the Squid: The Story and Science of the Reading Brain and Reader, Come Home: The Reading Brain in a Digital World. 

Listen to Episode 9 of All for Literacy to boost your scientific understanding of literacy and the brain, dyslexia, and digital media. 

Join our community of listeners and never miss an episode. Subscribe to All of Literacy today!

Episode Breakdown

(01:07) - How a love of literature led to a love of literacy

(04:40) - Wolf’s first literacy studies

(11:43) - Connecting the science of reading with balanced literacy

(19:48) - Neuroscience and the reading brain

(28:01) - The rise of digital media

(33:55) - The positives of digital literacy

(42:15) - Importance of early dyslexia screenings

(52:05) - Dyslexia and the brain

(58:22) - The future of the reading brain

“What we know about [Developmental Language Disorder (DLD)] is it affects about one in 14 children. That's about two children per classroom statistically speaking,” Dr. Tiffany Hogan says in Episode 8 of the All for Literacy Podcast. 

Immersed in the needs of readers with speech, language, and literacy disorders, Hogan is director of the Speech and Language (SAiL) Literacy Lab, a professor in the Department of Communication Sciences and Disorders at Mass General Hospital Institute of Health Professions, and host of the SeeHearSpeak podcast. Her studies focus on genetic, neurologic, and behavioral links between oral and written language development. 

In this episode, podcast host Dr. Liz Brooke works with Hogan to unravel DLD—a condition characterized by a person having difficulty using or understanding language. You will walk away with an understanding of this complex diagnosis, including hallmark indications, best practices for screenings and interventions, and available resources. 

An experienced researcher herself, Hogan also guides listeners through the importance of multidirectional information flow between teachers, administrators, researchers, and practitioners. She and Brooke dissect how implementation science can close the gap between what we know and what we do.

Tune in to Episode 8 for an in-depth look at the assessment and implications of Developmental Language Disorder and how to translate research to hands-on district or classroom-level change.

Episode Breakdown

(01:23) - Hogan’s start in education

(04:37) - Developmental Language Disorder (DLD) history and definition

(08:49) - Hallmark indicators of DLD

(12:37) - DLD screenings and support

(21:51) - Translating evidence-based approaches into the classroom

(24:43) - Barriers to language across all grade levels

(28:46) - DLD resources

(33:31) - Importance of information flow between researchers, practitioners, teachers, and administrators

(38:09) - Implementation science

(44:38) - Key takeaways from Research Institute for Implementation Science and Education

(47:35) - The promising future of the science of reading

(53:21) - Listening over problem-solving

About Dr. Tiffany Hogan

Dr. Tiffany Hogan is director of the Speech and Language (SAiL) Literacy Lab, a professor in the Department of Communication Sciences and Disorders at Mass General Hospital Institute of Health Professions, and host of the SeeHearSpeak podcast. She studies genetic, neurologic, and behavioral links between oral and written language development, focusing on co-morbid speech, language, and literacy disorders.

Visit the All for Literacy website for links to each of the resources mentioned in this episode!

“You want to have a clear set of goals…and they have to be in terms of student outcomes,” Stanford Professor of Education, Emeritus Dr. Claude Goldenberg says in Episode 7 of All for Literacy podcast, where we explore the science of reading with industry leaders. 

Goldenberg dives into his early career experiences teaching eighth-grade remedial reading classes in San Antonio, Texas, before going on to earn a Ph.D. from the University of California, Los Angeles, in early childhood education studies. He also authored the pivotal study “Successful School Change: Creating Settings to Improve Teaching and Learning.” Goldenberg’s current research focuses on improving achievement for language minority students, particularly those from Latino backgrounds.

Join podcast host Dr. Liz Brooke for the continuation of her discussion with Goldenberg. The pair explores his experience with literacy instruction and how to use student-centered goals to create institutional change.

Visit AllforLiteracy.com for all links mentioned in the episode and related resources.