Spelling multisyllabic words is not about being “naturally good” at spelling. It is about understanding what happens to base words when we add suffixes and giving students enough meaningful practice to internalize those patterns. In this episode, Savannah walks through the Three Great Spelling Rules and shares practical ways to help those rules actually stick through daily spelling and reading routines.

In This Episode, You’ll Learn:

What the Three Great Spelling Rules are and why they matter for multisyllabic spelling

The CVC doubling rule and when to double the final consonant

The silent E (magic E) rule and how vowel and consonant suffixes change the base

The Y rule for spelling, including a simple chant to help students remember it

How to use daily multisyllabic dictation to reinforce spelling patterns over time

How morphology word chains help students practice suffixes, prefixes, spelling rules, grammar, and meaning all at once

A simple reading review routine using word lists or PowerPoints to help students explain spelling changes they see in print

The Three Great Spelling Rules only work when students see them again and again in meaningful ways. With daily dictation, morphology-based practice, and intentional reading review, students can move beyond guessing and toward real spelling confidence. This short, practical episode is designed to give you strategies you can start using right away.

Resources Mentioned:

Morphology Dictation Lists

Morphology Review PowerPoints

The Megabook of Vocabulary* (affiliate link)

Blog Post on The 3 Great Spelling rules

What does decades of research actually say about how comprehension is taught in classrooms, and how much help do textbooks really provide?

In this episode, Savannah takes a deep dive into 50 years of comprehension research, beginning with Dolores Durkin’s landmark studies in the late 1970s and extending through large-scale analyses published as recently as 2023. Together, these studies paint a consistent and sobering picture: while comprehension is the stated goal of reading instruction, explicit comprehension teaching has historically been rare, heavily outweighed by assessment, worksheets, and questioning.

Savannah walks you through:

What classroom observations reveal about real comprehension instruction

What teacher manuals actually prioritize inside core reading programs

Whether teachers follow textbook guidance—and why many don’t

How newer studies show progress, but still reveal major gaps

Why “following a textbook with fidelity” is not the solution

This episode is especially relevant for educators working under mandated programs who feel the tension between what research says works and what materials require them to do. Savannah argues that teacher knowledge, not textbook fidelity, is the true lever for improving comprehension outcomes.

Resources Discussed:

Blog Post Discussing the Comprehension Studies

Studies Discussed:

Norwegian Study (Mentioned but Not Discussed): Bogaerds-Hazenberg, S. T., Evers-Vermeul, J., & van den Bergh, H. (2022). What textbooks offer and what teachers teach: An analysis of the Dutch reading comprehension curriculum. Reading & Writing, 35(7), 1497–1523

Capin, Philip, et al. “Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study.” Scientific Studies of Reading, 23 Oct. 2024, https://doi.org/10.1080/10888438.2024.2418582.

Dewitz, P., & Jones, J. (2013). Using basal readers: From dutiful fidelity to intelligent decision making. The Reading Teacher, 66(5), 391-400.

Durkin, Dolores. "What classroom observations reveal about reading comprehension instruction." Reading research quarterly (1978): 481-533.

Durkin, D. (1981). Reading comprehension instruction in five basal reader series. Reading Research Quarterly, 515-544.

Durkin, D. (1984). Is there a match between what elementary teachers do and what basal reader manuals recommend?. The Reading Teacher, 37(8), 734-744.

Reutzel, D. R., Child, A., Jones, C. D., & Clark, S. K. (2014). Explicit instruction in core reading programs. The Elementary School Journal, 114(3), 406-430.

Research doesn’t magically happen just because students are handed a topic and a Chromebook. In this episode of Creating Readers, Savannah Campbell is joined by Katie Walker (@katie_walker_resources) to unpack why research must be explicitly taught, carefully scaffolded, and thoughtfully supported in upper elementary classrooms.

Why research is a taught process, not an independent free-for-all

How to help students select meaningful topics and develop strong research questions

The role of background knowledge in making research “stick”

Why note-taking skills deserve explicit instruction and ongoing practice

How graphic organizers can support organization and comprehension

The importance of scaffolding and regular check-ins during research projects

How research fits best when embedded into larger units of study

Practical ways AI can support (not replace) the research process

If research feels chaotic or overwhelming in your classroom, this episode is your reminder that it doesn’t have to be. With clear structure, intentional scaffolds, and ongoing support, students can learn to research with confidence and purpose.

Resources Mentioned:

Follow Katie on Social Media

FREE Research Planning Template

All of Katie's amazing freebies!

The Writing Revolution*

*Affiliate link

Morphology is often taught as a weekly prefix or suffix list, but when it’s treated that way, we miss its real power. In this episode, Savannah explains why morphology isn’t just about spelling or quizzes and how it can become one of the most effective word-learning strategies we give students.

Why morphology is often misunderstood and underutilized in classrooms

How English works as a morphophonemic language, preserving meaning over sound

How morphology supports vocabulary growth and helps students tackle unfamiliar words

A step-by-step look at how Savannah explicitly teaches morphology, including daily review, spelling, reading, and word work

Morphology is more than a checklist of prefixes and suffixes. When taught intentionally, it connects decoding, spelling, vocabulary, and comprehension in powerful ways. If you’re ready to move beyond word lists and start using morphology as a true meaning-making tool, this episode will give you a clear place to start.

Resources Mentioned: 

FREE Morpheme Deck

Dictation Lists

Fluency Grids

Morphology Interactive Notebook 

Many teachers hear the phrase “all teachers are reading teachers” and instantly panic. Don’t worry, this episode isn’t about turning math class into phonics or adding more to your already full plate. Instead, Savannah breaks down what the phrase actually means and how every content-area classroom is already positioned to boost comprehension in meaningful, doable ways.

In this episode, you’ll learn:

Why background knowledge matters more than most people realize and how science, social studies, and even resource classes naturally build it.

How to teach vocabulary (Tier 2 + Tier 3) in ways that make words stick without overwhelming your lessons.

Simple writing routines that strengthen understanding and help students show what they truly know.

If you teach reading, this episode will help you think differently about content texts. If you teach content, it will help you make your instruction even more powerful—without adding extra work.

In this week’s episode of Creating Readers, Savannah breaks down one of her favorite high-impact writing strategies from The Writing Revolution called Because, But, So. This simple routine helps students write stronger complex sentences, strengthens their understanding of content, and makes knowledge from texts stick. Savannah also looks honestly at why traditional writing workshop falls short, and how structured, explicit writing practice can transform both reading comprehension and writing skills.

In this week’s episode, Savannah shares:

Why the science of literacy community talks more about reading than writing, and why that needs to change

The purpose of the Because, But, So strategy and how it strengthens writing about reading

How each conjunction (because, but, so) pushes thinking in a different direction

Why the strategy only works when students have a strong grasp of content

The biggest mistakes teachers make when introducing this strategy

Practical teaching tips, modeling ideas, and example responses from fiction and nonfiction texts

Let this quick, actionable episode inspire one of those “I can use this TODAY” moments in your classroom.

Resources Mentioned:

The Writing Revolution*

The Writing Rope

*As an Amazon affiliate, I may earn a small commission on any purchase made through my link, at no additional cost to you.

In this episode, Savannah sits down with Melissa Gill, Director of Teaching & Learning at the Wabash Valley Education Center (WVEC) in West Lafayette, Indiana, to demystify explicit instruction. They bust common myths (no, it’s not a 45-minute lecture), unpack what “I do, we do, you do” actually looks like in practice, and dig into the essential roles of modeling, monitoring, and immediate feedback. You’ll hear concrete ways explicit instruction shows up differently in phonics versus comprehension, why vocabulary deserves center stage, and how to start small.  If you’ve ever been told not to be the “sage on the stage,” this conversation reframes explicit instruction as clear, kind, and student-centered teaching.

*As an Amazon afilliate, I may make a small commission on purchase bought through my link, at no additional cost to you.

After an extended break (and finishing her first book with Scholastic!), Savannah is back on Creating Readers with one of her most practical and passionate topics yet-improving comprehension no matter what text or curriculum you’re using.

In this episode, Savannah shares five tips that teachers can implement right away, even if you’re required to use a basal or “fidelity” curriculum. Learn how to:

Actively build background knowledge to support comprehension

Create thematic text sets that deepen understanding

Teach pronoun referents to strengthen cohesion skills

Use writing to help students write meaningfully about reading

Provide explicit vocabulary instruction that actually sticks

If you’ve ever felt boxed in by a mandated program or wanted to make your existing materials work harder for your students, this episode will help you teach comprehension with confidence and creativity.

Resources Mentioned:

Free Vocabulary Planning Template (Once you click, on the right-hand side click the "Use Template" button and it will automatically make you your own copy to use!)

The Knowledge Gap by Natalie Wexler*

The Megabook of Vocabulary by Tim Rasinski, Melissa Cheesman Smith, and ME!

The Vocabulary Book by Michael Graves

*This post contains affiliate links, which means I may earn a small commission at no extra cost to you.

Join host Savannah Campbell as she sits down with Shannon Moore, a certified reading specialist and owner of Moore Literacy Leaps. In this episode, they discuss practical strategies for implementing reading interventions, even with limited resources. Shannon shares her journey from classroom teacher to literacy coach and offers insights into data-driven instruction, small group management, and the importance of authentic reading experiences.

Key Points:

Resources Mentioned:

Connect with Shannon:

Instagram: @MoreLiteracyLeaps

Website: www.mooreliteracyleaps.com

Upcoming Workshop: "Reading Interventions Unlocked" 

#ReadingIntervention #LiteracyCoaching #EducationPodcast

Have you ever wondered what Tier 1 differentiation looks like?  If so, this episode is for you.

In this episode, Savannah Campbell discusses the concept of flexible grouping in reading with guests Samantha Smusz and Sarah Robinson. They explore the differences between flexible grouping and traditional intervention methods, the reasons behind their shift to flexible grouping, and the logistics of implementing this strategy in the classroom. The conversation highlights the successes and challenges faced by educators in adopting this new approach, as well as practical advice for those looking to implement flexible grouping in their own teaching practices.

Key Takeaways

About Samantha:

Samantha Smusz is a reading specialist in Roanoke City Public Schools with 14 years of experience—11 as a classroom teacher and 3 in her current role. Over the course of her career, she has had the privilege of working with diverse student populations, customizing instruction to meet the unique needs of each learner. She is just as passionate about helping students build strong reading skills as she is about supporting her colleagues in best practices for literacy instruction. She lives in Botetourt County with her husband and two children.  She enjoys spending time with her family and learning to crochet.

Samantha's E-Mail: [email protected]

About Sarah:

Sarah Robinson has been an elementary school teacher for 10 years. She started her teaching career with Teach for America in Atlanta, Georgia. She taught in Fulton County Public Schools before moving to Virginia and teaching in Fairfax County. Her husband's work moved them to Austin, Texas, where Sarah taught at IDEA Public Schools. After many moves, Sarah and her husband settled in Roanoke, Virginia where she teaches for Roanoke City Public Schools. She has taught Pre-K, Kindergarten, 1st Grade, and 5th Grade. She is passionate about early literacy and the power it has to change the trajectory of a student's life! 

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