Decodable texts are an important tool for helping readers apply their phonics knowledge, but are we squeezing everything we can out of them?

Dr. Wiley Blevins – longtime educator, researcher, author, and one of the most recognized voices in phonics instruction – shares all about choosing and using decodable texts.

When it comes to choosing decodable texts, Wiley shares the prevailing thinking around how decodable a text actually needs to be. We also tackle a question that doesn't always have a neat answer: When are students ready for less-controlled text? Wiley shares what he's currently exploring in his research, why that transition may look different from student to student, and why we shouldn't confuse being able to read a pattern with truly mastering it for spelling.

We also get into using decodable texts for all they’re worth. In fact, decodables certainly can go far beyond simply getting students to practice a target phonics pattern. Wiley shares how he uses decodable texts across multiple days and throughout the literacy block to build oral language, fluency, vocabulary, syntax, writing, knowledge-building, and of course, comprehension. He walks us through practical routines teachers can use and explains how decodables can support differentiation for students who need additional practice with previously taught skills.

Key Takeaways:

• Why decodable texts are a practice tool, fluency-building tool, and support for spelling
• What the research actually says (and doesn't say) about decodability percentages
• What makes a high-quality decodable text & why natural language matters
• How to scaffold grade-level decodables for students who need additional support
• How to get more mileage from a decodable after the first read

Resources:

• Book: Differentiating Phonics Instruction for Maximum Impact by Wiley Blevins
• Book: Choosing and Using Decodable Text by Wiley Blevins
• Book: A Fresh Look at Phonics by Wiley Blevins
• Book: Phonics from A to Z by Wiley Blevins
• Book: The Megabook of Spelling (K-2) by Wiley Blevins
• Book: The Megabook of Spelling (3-5) by Wiley Blevins
• Book: Teaching Phonics & Word Study in the Intermediate Grades by Wiley Blevins
• Reycraft Books

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. Wiley Blevins:

• Website: http://www.wileyblevins.com/
• LinkedIn
• Twitter/X
• Instagram

Connect with Michelle:

• Visit: www.michelleandthecolorfulclassroom.com
• Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademy
• Join our Facebook Community
• Sign up for my Newsletter
• Shop on TPT: The Colorful Classroom
• For 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 Paul
• Join: Beyond Phonics Club - our Membership Community

Mentioned in this episode:

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

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 instruction
• The difference between research-based and research-tested practices
• What we confidently know about phonological and phonemic awareness
• What we still don’t know about the most effective way to teach PA
• Information about Project OPAL and the questions researchers are currently testing
• Whether letter names or letter sounds should be taught first
• Alphabet scope, sequence, and pacing
• What effective alphabet instruction can look like
• Information about CREATE-EBP and teacher-researcher collaboration
• How educators can become better consumers of literacy research

Resources Mentioned:

• Project OPAL: Optimizing Phonological Awareness Learning
• CREATE-EBP: Collaborating Researchers & Educators Apply Technology to Establish Evidence-Based Practices
• Dr. Shayne Piasta's Early Literacy and Learning Lab, including research, current projects, opportunities to collaborate, and a newsletter
• The Early Literacy and Learning Lab Research Interest Survey
• Duke & Martin (2011) - 10 Things Every Literacy Educator Should Know About Research
• National Reading Panel
• Rice et al. (2022) - Phonemic Awareness: A Meta-Analysis for Planning Effective Instruction
• Erbeli et al. (2024) - A Meta-Analysis on the Optimal Cumulative Dosage of Early Phonemic Awareness Instruction
• Alphabet Learning & Instruction
• What Works Clearinghouse & Institute of Education Sciences Practice Guides
• Regional Educational Laboratories
• Best Evidence Encyclopedia
• Reading Rockets
• National Center on Improving Literacy
• The Reading League
• Florida Center for Reading Research
• Let's Know! / Let's Know! 2 - language-focused curriculum

Connect with Dr. Shayne Piasta

• LinkedIn
• Dr. Shayne Piasta's Early Literacy and Learning Lab

Connect with Michelle:

• Visit: www.michelleandthecolorfulclassroom.com
• Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademy
• Join our Facebook Community
• Sign up for my Newsletter
• Shop on TPT: The Colorful Classroom
• For 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 Paul
• Join: 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

SOR Fall Book Study

Join us: https://colorful-classroom.mykajabi.com/sor-fall-book-study-2026

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 development
• Why a quick contextual sentence during decoding or dictation is so important
• How "Word of the Day” and/or Multiple-Meaning Word Anchor Chart get students noticing interesting words across the school day
• Even while sprinkling in meaning, it’s still essential to keep the pace and offer repetitions students need during phonics
• It’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.com
• Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademy
• Join our Facebook Community
• Sign up for my Newsletter
• Shop on TPT: The Colorful Classroom
• For 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 Paul
• Join: 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

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

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 rules
• How to use the strategy: ESHALOV for polysyllabic words
• How to use the “Peeling-off” strategy for polymorphemic words
• How lexical verification helps students move from a plausible pronunciation to a known spoken word
• What advanced decoding instruction might look like in the upper elementary classrooms

Resources Mentioned:

• Phinder
• High-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 Hiebert
• Helping Students With Dyslexia Read Long Words by Devin Kearns & Victoria Whaley
• Building 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/
• LinkedIn
• Instagram: @devin.kearns
• X: @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.com
• Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademy
• Join our Facebook Community
• Sign up for my Newsletter
• Shop on TPT: The Colorful Classroom
• For 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 Paul
• Join: 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

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

SOR Fall Book Study

Join us: https://colorful-classroom.mykajabi.com/sor-fall-book-study-2026

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 mapping
• The origin behind Reading Ready and Reading Go
• Why intervention dosage matters more than many educators realize
• How The Reading Institute and CUNY Reading Fellows are expanding access to high-quality literacy intervention
• The biggest shifts happening across New York City Public Schools
• Why teacher preparation must include authentic practice, not just coursework

Resources Mentioned:

• The Reading Institute
• Reading Ready
• Reading Go
• 10-hour Science of Reading Micro-Credential
• CUNY Reading Fellows
• Brooklyn College: Advanced Certificate in Reading Science
• Book: Making Words Stick by Dr. Katie Pace Miles & Dr. Molly Ness
• Publications 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: @thereadinginstitutenyc
• LinkedIn: The Reading Institute
• Facebook: The Reading Institute
• Website: 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.com
• Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademy
• Join our Facebook Community
• Sign up for my Newsletter
• Shop on TPT: The Colorful Classroom
• For 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 Paul
• Join: 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

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

SOR Fall Book Study

Join us: https://colorful-classroom.mykajabi.com/sor-fall-book-study-2026

Transitioning from classroom teacher to literacy coach is exciting, but it can also be overwhelming. How do you build trust? Support veteran teachers? Know when to offer advice...and when to simply listen?

Today’s episode is part Coaching Conversation, as literacy coach Leah Ruesink shares about her transition to coach and what coaching really looks like behind the scenes. Leah shares some lessons she’s learned along the way, including how to build meaningful relationships, navigate imposter syndrome, and support teachers through instructional change.

Then the conversation shifts into one of Leah's greatest passions: writing instruction. Leah introduces listeners to Self-Regulated Strategy Development (SRSD), an evidence-based writing framework that explicitly teaches students how to plan, organize, and write – all while regulating themselves throughout the writing process.

So, while this episode speaks directly to a literacy coach’s heart, classroom teachers will walk away with some really practical ideas and valuable insights for explicitly teaching writing in your classrooms.

Resources Mentioned:

• Leah Ruesink's Literacy Coaching Hub
• Book: The Impact Cycle by Jim Knight
• Book: Better Conversations by Jim Knight
• SRSD - Self-Regulated Strategy Development
• Releasing Writers (Formerly Think SRSD)
• Releasing Writers Facebook Page
• Book: Executive Skills and Writing Instruction by Dr. Leslie Laud
• Book: Rock Your Literacy Block by Lindsay Kemeny
• TIDE chant and writing routines
• Book: The Writing Rope by Joan Sedita

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 Leah Ruesink:

• Instagram: @theearlyliteracycoach
• TikTok: @theearlyliteracycoach
• Literacy Coaching Hub
• Leah’s Stan.Store

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.com
• Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademy
• Join our Facebook Community
• Sign up for my Newsletter
• Shop on TPT: The Colorful Classroom
• For 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 Paul
• Join: 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

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

One of the most influential voices around “the reading brain”, Dr. Maryanne Wolf, joins the show to tackle that very subject. Our brains were never wired to read. Reading is a learned, plastic circuit that develops through instruction – and how we teach profoundly shapes how that circuitry is built.

Dr. Wolf explains dyslexia, why fluency is much more than reading quickly, and why decoding alone is not enough for deep comprehension. She shares the research behind her POSSUM framework and explains why integrating phonology, orthography, semantics, syntax, and morphology creates stronger, more fluent readers.

The conversation also turns toward one of today's biggest challenges: the digital age. Dr. Wolf discusses how technology and AI are reshaping the reading brain, why deep reading matters now more than ever, and how parents and educators can intentionally cultivate what she calls a biliterate brain: one that can thrive in both print and digital environments.

This episode offers a hopeful vision for building readers who don't simply decode words, but think deeply, read thoughtfully, and engage fully with language.

Key Takeaways:

• How reading circuitry develops
• The evolving understanding of dyslexia
• Why fluency is the bridge between decoding and comprehension
• The importance of multi-component literacy instruction
• Dr. Wolf's POSSUM approach: Phonology, Orthography, Semantics, Syntax, Understanding, and Morphology
• The research behind the RAVE-O intervention
• Why vocabulary and oral language matter for reading success
• The importance of deep reading in the age of AI
• How technology is changing the reading brain
• Practical advice for raising lifelong readers

Resources Mentioned:

• Book: Proust and the Squid by Dr. Maryanne Wolf
• Book: Reader, Come Home by Dr. Maryanne Wolf
• Program: RAVE-O
• POSSUM Approach
• Nido Learning
• Reading Nest essays

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. Maryanne Wolf & Nido Learning:

• Website: https://www.nidolearning.com/
• Email: [email protected]
• LinkedIn

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.com
• Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademy
• Join our Facebook Community
• Sign up for my Newsletter
• Shop on TPT: The Colorful Classroom
• For 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 Paul
• Join: 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

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

SOR Fall Book Study

Join us: https://colorful-classroom.mykajabi.com/sor-fall-book-study-2026

Letter reversals are one of the most common concerns among parents and teachers. In this episode, we dive into what’s happening in the brain when it comes to letter reversals, when reversals may be expected, and 5 practical tips for fixing b/d reversals specifically.

Resource Mentioned:

• Forthcoming Book: Developing Proficient Writers by Amy Siracusano & Michelle Sullivan (Solution Tree, expected late Spring 2027)

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.com
• Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademy
• Join our Facebook Community
• Sign up for my Newsletter
• Shop on TPT: The Colorful Classroom
• For 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 Paul
• Join: 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

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

SOR Fall Book Study

Join us: https://colorful-classroom.mykajabi.com/sor-fall-book-study-2026

Fluency serves as the critical bridge between accurate word reading and deep comprehension, so how can we build it? In this episode, Michelle sits down with literacy scholar, author, and educator, Dr. Chase Young shares what fluency really is, why it matters, and how teachers can transform fluency instruction from repetitive practice into engaging, meaningful learning experiences.

Chase shares the research behind performance-based fluency instruction, including Reader’s Theater, Poetry Slams, Teddy Talks, and his evidence-based intervention framework, Read Like Us. We discuss how fluency supports comprehension, why repeated reading works, and how teachers can create classrooms where students want to practice reading.

Key Takeaways:

• What reading fluency actually is (and what it isn't)
• Performance-based fluency instruction and the research behind it (like Reader’s Theater, Poetry Slams, and Teddy Talks)
• The importance of complex texts during fluency instruction
• The Read Like Us intervention framework
• Ways to make fluency instruction engaging, authentic, and joyful

Helpful Resources

• Resources from Podcast
• Reader’s Theatre Scripts (The Best Class)
• Professional Development
• Parent Resources
• Research Article: Read Like Me: An Intervention for Struggling Readers (Chase Young, Stacey Lagrone, Joyce K. McCauley)
• Research Article: Promoting Fluency Through Challenge: Repeated Reading with Texts of Varying Complexity (Jake Downs, Chase Young, Alycia Cole)
• Research Article: Promoting Reading Accuracy and Fluency Outcomes with Complex Texts: A Grade 3 Intervention Comparison (Jake Downs, Elfrieda Hiebert, Kristen Conradi Smith, Katie Martz)

Connect with Dr. Chase Young:

• Email: [email protected]
• LinkedIn
• X: @ChaseJYoung1
• Website: https://www.thebestclass.org/
• Website: http://www.literacylive.org

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.com
• Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademy
• Join our Facebook Community
• Sign up for my Newsletter
• Shop on TPT: The Colorful Classroom
• For 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 Paul
• Join: Beyond Phonics Club - our Membership Community

Mentioned in this episode:

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

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

The Science of Reading has transformed literacy instruction, but with that shift has come a new challenge: navigating the growing number of debates, disagreements, and hot topics within the field itself.

Author, podcaster, and doctoral student Anna Geiger of Reach All Readers joins the show to explore the nuance behind some of the most talked-about conversations in literacy today. We discuss what research can (and cannot) tell us, why instructional decisions are not always black and white, and how educators can thoughtfully evaluate practices while keeping student outcomes at the center.

From heart words and phonemic awareness to decodable texts, sound walls, and structured literacy approaches, this conversation offers a perspective that encourages teachers to think critically and embrace the complexity of literacy instruction. Whether you're new to the Science of Reading or deep into your own learning journey, this episode will leave you reflecting on what it means to be both evidence-informed and responsive to students.

We Discuss:

• How teachers can navigate conflicting opinions in literacy education
• Heart words
• Whether any English word is truly irregular (with the role of etymology and morphology)
• The debate surrounding oral-only phonemic awareness
• Structured Linguistic Literacy vs. traditional phonics approaches
• Are we overdoing phonics?
• Syllable division
• Decodable texts versus authentic reading experiences
• Sound walls
• Why teaching remains both a science and an art
• How educators can become wise consumers of literacy research

Resources Mentioned:

• Book: Reach All Readers by Anna Geiger
• The Right to Read Project
• Blog Post: What Do I Do with All These Predictable Books? by Margaret Goldberg
• Reading Science Academy with Dr. Stephanie Stollar

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Connect with Anna Geiger:

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Mentioned in this episode:

Reading Science Academy

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SOR Fall Book Study

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Reading Science Academy

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