Literacy in Color: A Science of Reading Aligned Podcast for Educators

By Michelle Sullivan • Literacy Coach & Science of Reading Advocate

Literacy in Color is the go-to podcast for elementary teachers, literacy coaches, and reading interventionists who are passionate about bringing the Science of Reading to life in vibrant, engaging, an... more

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The podcast currently has 111 episodes available.

Best of Literacy in Color: A Science of Reading Aligned Podcast for Educators

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Number 1: 108. Making Phonics Richer with Multiple Meaning Words
What if one of the richest language opportunities in your literacy block is already hiding inside your phonics word list? Even the simplest decodable words can carry surprisingly rich meanings. A word like “cap” might be something you wear on your head, the top of a bottle, an action you perform when you cover something, or even part of the phrase “no cap.” Simple to decode doesn't necessarily mean simple in meaning. In this episode, I share a few simple ways to intentionally sprinkle meaning into the decoding and spelling practice you're already doing. Key Takeaways:Why multiple-meaning, or polysemous, words offer such rich opportunities for language developmentWhy a quick contextual sentence during decoding or dictation is so importantHow "Word of the Day” and/or Multiple-Meaning Word Anchor Chart get students noticing interesting words across the school dayEven while sprinkling in meaning, it’s still essential to keep the pace and offer repetitions students need during phonicsIt’s unnecessary to explore every potential meaning at once We know explicit & systematic phonics helps students unlock the code, but meaning gives them something worth unlocking. Want to go Beyond Phonics? Join Beyond Phonics Club: A Membership Community with Michelle Sullivan & Sarah Paul (Logos Literacy Academy) Inside the Beyond Phonics Club, Michelle Sullivan and Sarah Paul have created ready-to-use lessons and resources, including lessons targeting multiple-meaning words, that help you expand phonics into richer work with meaning, morphology, vocabulary, grammar, and comprehension in mind. Go beyond phonics – without leaving phonics behind! This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle to help you turn fall screening data into skill-based groups that actually move students forward. Get your FREE grouping resource bundle here. Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,400 literacy educators. Connect with Michelle:Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast?Make a Donation to Support Production Interested in Learning More about Morphology?Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color SOR Fall Book Study Join us: https://colorful-classroom.mykajabi.com/sor-fall-book-study-2026 Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color
August 25, 202620min
Number 2: 109. Phonological Awareness & the Alphabet: What the Research Says – and What We Still Don't Know with Dr. Shayne Piasta
Before we get into what the research currently says about teaching phonological awareness and the alphabet, this episode begins by breaking down some key terminology. What makes a practice evidence-based? What’s the difference between research-based and research-tested? What should we consider when implementing instruction aligned with the Science of Reading? Dr. Shayne Piasta, Distinguished Professor at THE Ohio State University and Faculty Associate at the Crane Center for Early Childhood Research and Policy, helps unpack what we know, what we’re still learning, and how educators can make evidence-informed decisions. We then dig into phonological and phonemic awareness. Dr. Piasta explains what research has established about the importance of PA, why phonemic awareness ultimately matters for reading and spelling, and where questions remain about exactly how PA should be taught. We discuss larger versus smaller units of sound, advanced tasks, group size, dosage, incorporating letters, and even differentiation. Next, we turn to alphabet learning and instruction. Research increasingly supports teaching names and sounds simultaneously. We also discuss what makes certain letters easier (or harder) to learn, the acrophonic principle, letter sequence and pacing, and what effective alphabet instruction can look like in a kindergarten classroom. Finally, Dr. Piasta shares trusted sources for evaluating evidence and reminds us why evidence-informed instruction requires research, professional expertise, and knowledge of the students sitting in front of us. *Please Note: We experienced some audio issues toward the very end of the episode. We did our best to improve the audio quality and appreciate your understanding. Key Takeaways:Evidence-based vs. evidence-informed literacy instructionThe difference between research-based and research-tested practicesWhat we confidently know about phonological and phonemic awarenessWhat we still don’t know about the most effective way to teach PAInformation about Project OPAL and the questions researchers are currently testingWhether letter names or letter sounds should be taught firstAlphabet scope, sequence, and pacingWhat effective alphabet instruction can look likeInformation about CREATE-EBP and teacher-researcher collaborationHow educators can become better consumers of literacy research Resources Mentioned:Project OPAL: Optimizing Phonological Awareness LearningCREATE-EBP: Collaborating Researchers & Educators Apply Technology to Establish Evidence-Based PracticesDr. Shayne Piasta's Early Literacy and Learning Lab, including research, current projects, opportunities to collaborate, and a newsletterThe Early Literacy and Learning Lab Research Interest SurveyDuke & Martin (2011) - 10 Things Every Literacy Educator Should Know About ResearchNational Reading PanelRice et al. (2022) - Phonemic Awareness: A Meta-Analysis for Planning Effective InstructionErbeli et al. (2024) - A Meta-Analysis on the Optimal Cumulative Dosage of Early Phonemic Awareness InstructionAlphabet Learning & InstructionWhat Works Clearinghouse & Institute of Education Sciences Practice GuidesRegional Educational LaboratoriesBest Evidence EncyclopediaReading RocketsNational Center on Improving LiteracyThe Reading LeagueFlorida Center for Reading ResearchLet's Know! / Let's Know! 2 - language-focused curriculum Connect with Dr. Shayne PiastaLinkedInDr. Shayne Piasta's Early Literacy and Learning Lab This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle designed to help you spend less time figuring out what to do with screening data and move more quickly into purposeful, skill-based groups. Get your FREE grouping resource bundle here. Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,600 literacy educators. Connect with Michelle:Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast?Make a Donation to Support Production Interested in Learning More about Morphology?Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color SOR Fall Book Study Join us: https://colorful-classroom.mykajabi.com/sor-fall-book-study-2026
September 01, 20261h 12min
Number 3: 107. Stop Overcomplicating Big Words: How to Teach Polysyllabic Word Reading with Dr. Devin Kearns
What happens after students master single-syllable words in phonics, but the words in their books keep getting longer? Dr. Devin Kearns takes us for a deep dive into polysyllabic word reading and what the research tells us about helping students tackle increasingly complex words. He explains why the transition into longer words presents challenges that simply don't exist in single-syllable words, including the unpredictability of single-letter vowels, reduced vowels & schwa, and the growing prevalence of derivational suffixes. He also challenges some long-standing approaches to syllable division and explains why more rules and terminology aren't necessarily better for students. You'll learn about ESHALOV ("Every Syllable Has At Least One Vowel") as well as the “peeling-off strategy” for recognizing affixes and accessing the base of polymorphemic words. The conversation also explores lexical verification (i.e., set for variability): how readers adjust an initially decoded pronunciation until it connects with a word in their mental lexicon. Key Takeaways:What the research suggests about traditional syllable division rulesHow to use the strategy: ESHALOV for polysyllabic wordsHow to use the “Peeling-off” strategy for polymorphemic wordsHow lexical verification helps students move from a plausible pronunciation to a known spoken wordWhat advanced decoding instruction might look like in the upper elementary classrooms Resources Mentioned:PhinderHigh-Frequency Syllables & Morphemes (compiled by Dr. Devin Kearns)The Word Complexity of Primary-Level Texts: Differences Between First and Third Grade in Widely Used Curricula by Devin Kearns & Elfrieda HiebertHelping Students With Dyslexia Read Long Words by Devin Kearns & Victoria WhaleyBuilding BRIDGES: A Design Experiment to Improve Reading and United States History Knowledge of Poor Readers in Eighth Grade - O’Connor, Beach, Sanchez, Bocian, & Flynn - ESHALOV principle (Every Syllable Has At Least One Vowel)Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcomes - Lovett, M. et al. - “Peeling Off” Strategy Connect with Dr. Devin Kearns:Website: https://www.devinkearns.com/LinkedInInstagram: @devin.kearnsX: @devin_kearns This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle to help you turn fall screening data into skill-based groups that actually move students forward. Get your FREE grouping resource bundle here. Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,400 literacy educators. Connect with Michelle:Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast?Make a Donation to Support Production Interested in Learning More about Morphology?Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color SOR Fall Book Study Join us: https://colorful-classroom.mykajabi.com/sor-fall-book-study-2026
August 18, 20261h 1min
Number 4: 106. How New York City Is Transforming Reading Instruction with Dr. Katie Pace Miles
What does it actually mean for a word to become "stored" in the brain – and how do we design instruction that helps that happen for every student? In this episode, I'm joined by Dr. Katie Pace Miles, associate professor at Brooklyn College, founder of The Reading Institute, co-founder of CUNY Reading Fellows, and one of today's leading voices in reading science. She not only shares about the cognitive process of orthographic mapping, but also why understanding how words become permanently stored in memory changes the way we think about reading instruction and intervention. Dr. Miles also shares the fascinating origin story behind Reading Ready, the structured literacy intervention she originally created while teaching her own daughter to read during the pandemic, and explains how both Reading Ready and Reading Go have expanded to support thousands of students through The Reading Institute and CUNY Reading Fellows. She shares the dramatic literacy shifts happening across New York City Public Schools: from increased use of structured literacy and decodable texts to high-impact tutoring, universal screening, and stronger teacher preparation – and what still lies ahead. Key Takeaways:What orthographic mapping really is Why oral language is foundational for orthographic mappingThe origin behind Reading Ready and Reading GoWhy intervention dosage matters more than many educators realizeHow The Reading Institute and CUNY Reading Fellows are expanding access to high-quality literacy interventionThe biggest shifts happening across New York City Public SchoolsWhy teacher preparation must include authentic practice, not just coursework Resources Mentioned:The Reading InstituteReading ReadyReading Go10-hour Science of Reading Micro-CredentialCUNY Reading FellowsBrooklyn College: Advanced Certificate in Reading ScienceBook: Making Words Stick by Dr. Katie Pace Miles & Dr. Molly NessPublications written by Dr. Katie Pace Miles This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast! Connect with Dr. Katie Pace Miles:Instagram: @thereadinginstitutenycLinkedIn: The Reading InstituteFacebook: The Reading InstituteWebsite: https://www.katiepacemilesphd.com/ This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle to help you turn fall screening data into skill-based groups that actually move students forward. Get your FREE grouping resource bundle here. Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,400 literacy educators. Connect with Michelle:Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast?Make a Donation to Support Production Interested in Learning More about Morphology?Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color SOR Fall Book Study Join us: https://colorful-classroom.mykajabi.com/sor-fall-book-study-2026
August 11, 202648min
Number 5: 66. Writing Instruction: When You Have the Strategies but Not the System with LaNesha Tabb
If you’ve ever felt overwhelmed teaching writing, you’re not alone. In this episode, Michelle sits down with educator, author, and founder of Reimagine Writing, LaNesha Tabb, to talk about her framework in building confident, independent writers. For years, LaNesha admits she either “barely taught writing” or avoided it altogether — not because she didn’t care, but because it felt impossible to manage. That all changed when she created a simple yet powerful framework that turned chaos into clarity and helped her students finally thrive as writers. Key Takeaways:Why so many teachers feel underprepared to teach writingHow the science of writing and the science of learning informs her workWhat it means to have a framework — not just a bunch of strategiesHow checklists, chants, and routines can build independence in your writing blockWhy focusing on the process first helps students internalize everything else Connect with LaNesha Tabb:Website: laneshatabb.comFree writing guide: https://laneshatabb.com/rock-the-writing-block/Reimagine Writing: www.reimaginewritingprogram.comInstagram: @lanesha_tabb Connect with Michelle:Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast?Make a Donation to Support Production Interested in Learning More about Morphology?Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color SOR Fall Book Study Join us: https://colorful-classroom.mykajabi.com/sor-fall-book-study-2026
November 04, 202545min