Dr. Susan B. Neuman is a professor specializing in early literacy development from pre-K through grade 2. She is editor of The Handbook on the Science of Early Literacy and The Handbook on the Science of Literacy in Grades 3-8. Dr. Neuman's research focuses on building knowledge networks through content-rich instruction, with particular emphasis on vocabulary development, oral language, and ensuring equitable access to literacy for all students, including multilingual learners.

In this episode, Dr. Susan Neuman challenges the overemphasis on foundational skills in early literacy instruction and advocates for centering knowledge building and oral language development alongside decoding. She introduces her framework of knowledge networks—teaching vocabulary and concepts that connect to one another rather than isolated words. Dr. Neuman explains why she prioritizes Tier 3 (content-specific) words over Tier 2 words, how to use multiple genres strategically, and the importance of distributed review. She emphasizes that comprehension is domain-specific and depends on background knowledge, making content-rich instruction essential for all learners, especially multilingual students who bring diverse experiences to the classroom.

Key Takeaways:

• Build knowledge networks by interacting with connected vocabulary and concepts rather than isolated words.

• Ask literal and detail-focused questions before moving to open-ended inferential questions. Ensure students truly understand before expecting higher-order thinking.

• Informational texts deserve more space in our teaching. Students are eager to learn about their world.

• Fidelity to programs must be balanced with structured adaptation to meet the diverse needs of multilingual learners.

Timestamps:

(00:00) Welcome to Literacy Across Languages!

(03:37) Meet Dr. Susan B. Neuman

(05:01) The Importance of Building Knowledge in Early Literacy

(07:48) Developing Knowledge Networks

(12:46) Vocabulary Development

(15:46) Moving From Concrete to Abstract

(18:20) Activating vs. Building Background Knowledge

(21:06) Building Knowledge Networks Through Multiple Genres

(22:45) The Role of Distributed Review in Learning

(24:35) Supporting Knowledge Networks with Structured Talk

(29:35) Implementing the Science of Reading in Schools

(39:17) Celebrating Multilingual Learners in the Classroom

(40:31) Takeaways

Episode Resources:

1. Learn more about how background knowledge shapes reading comprehension in Dr. Neuman's 2019 IDA article, ⁠Comprehension in Disguise: The Role of Knowledge in Children's Learning.⁠

2. Dive deeper into early literacy research with the ⁠Handbook on the Science of Early Literacy⁠.

3. Explore literacy development beyond the primary grades in the ⁠Handbook on the Science of Literacy in Grades 3-8⁠.

Stay Connected:

• Visit us at ⁠⁠literacyacrosslanguages.com⁠⁠.

• Email us with questions or episode suggestions at ⁠[email protected]⁠.

• Follow ⁠⁠Mary⁠⁠ and ⁠⁠Katherine⁠⁠ on LinkedIn.

• Like, subscribe, and share this episode with fellow educators, or share a review to help others find us!

Keywords: knowledge networks, content-rich instruction, oral language development, vocabulary instruction, Tier 2 words, Tier 3 words, background knowledge, explicit instruction, informational text, multiple genres, distributed review, comprehension, structured talk, choral responses, turn-and-talk, knowledge building, science of reading, equity, multilingual learners