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

Are we scaffolding complex texts for students — or unintentionally lowering the intellectual demands of what we ask them to do?

Dr. Mitchell Brookins, author of Scaffolding Complex Texts joins the show to share how intentional planning and strategic scaffolding can help students navigate challenging texts, construct meaning, and engage in deeper intellectual work.

For years, educators have been encouraged to match students with “just-right” texts. When students spend most of their time reading texts that don't challenge their thinking, expand their vocabulary, or expose them to sophisticated language and ideas – are we really stretching them? The goal, after all, is to develop readers who can think critically, integrate knowledge, make connections, and construct deeper understanding – because complexity is worth it.

Key Takeaways:

• What distinguishes complex texts from grade-level and “just-right” texts
• Why relying too heavily on easier texts can limit opportunities for intellectual development
• What research and classroom experience suggest about engaging readers with challenging texts
• Why effective instructional planning begins with understanding the text, not filling out a lesson plan
• How to identify the most important moments, vocabulary, sentences, and ideas within a text
• How fluency, vocabulary, syntax, text structure, and writing work together to support comprehension

Resources Mentioned:

• Book: Scaffolding Complex Texts: How to Plan and Teach for Deeper Comprehension in Grades 5-8 by Dr. Mitchell Brookins

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. Mitchell Brookins:

• Website: https://brookinsconsulting.org/
• Instagram: @mitchell_brookins
• X: @MitchellBrookns
• 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 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.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:

The Super Popular Suffix <-s>

Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF!

Beyond Phonics Club

Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club

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 when parents start fighting for every child's right to learn to read?

I'm joined by Brett Tingley, President of Parents for Reading Justice, for a powerful conversation about parent advocacy, dyslexia, and the role families can play in transforming literacy instruction across the country.

Brett's journey began as a mom searching for answers when her own child struggled to read. What started as an individual fight for appropriate instruction grew into a movement for systemic change — first within her local school district, then across Ohio, and now through a national network of parent advocates.

We explore why Brett calls parents an "untapped lever" in literacy reform, how organized parent groups can influence school districts, legislation, and even teacher preparation programs, and why parent advocacy doesn't have to mean working against educators. In fact, parents and teachers can become some of each other's strongest allies.

We also discuss the far-reaching consequences of reading difficulties, the importance of early dyslexia identification and intervention, and how families can move from awareness to meaningful action.

Key Takeaways:

• How parents have unique power to influence literacy instruction and systemic reform
• The importance of holding teacher preparation programs accountable for evidence-aligned reading instruction
• How parents and educators can work together while keeping children's needs at the center
• Why dyslexia advocacy can help improve reading instruction for all students
• Practical ways parents can get involved, organize, and advocate for change in their own communities
• Free resources from Parents for Reading Justice, including Our Dyslexic Children, parent advocacy training, and opportunities to connect with other families

Resources Mentioned:

• Documentary: Our Dyslexic Children
• Podcast: Literacy Now
• Masterclass
• Resources on LinkTree
• Parent Group Registry

Connect with Brett Tingley and Parents for Reading Justice:

• Website: https://parentsforreadingjustice.org/
• Instagram: @parentsforreadingjustice
• YouTube: @parentsforreadingjustice
• TikTok: @parentsforreadingjustice
• LinkedIn: Brett Tingley

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:

Beyond Phonics Club

Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club

The Super Popular Suffix <-s>

Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF!

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

Phonics is foundational — but it's not the finish line!

You've learned about phonemic awareness, phonics, and decodable text — but what happens when words get longer? When spelling gets more complex and sound alone doesn't tell the whole story? When students can read a word but don't fully understand how it works?

There's a bigger picture of literacy to explore, and we want to help you connect the pieces!

Introducing Beyond Phonics Club! 🎉

Sarah Paul and I created Beyond Phonics Club, our membership community for K-5 educators who want to deepen their understanding of the full picture of the Science of Reading so their students can become stronger readers, spellers, and word learners.

When Sarah and I first launched Logos Literacy Academy, we created our Mastering Morphology course and our K–2 Morphology Course & Curriculum to help educators build their linguistic knowledge and bring meaningful morphology instruction into their classrooms.

We quickly realized we wanted to offer something more than standalone courses.

We wanted a place where professional learning didn't end when the video did. Where educators could ask questions, collaborate, share ideas, and continue growing alongside one another. And where the knowledge gained through professional learning was paired with practical lessons, routines, and resources that made classroom application easier.

So, we've reimagined our platform and transitioned to a membership model!

Beyond Phonics Club brings together our asynchronous course content, ready-to-use instructional resources, ongoing professional learning, live community calls, and collaborative support — all in one place.

Inside the Club, we're exploring how morphology, oral language, decoding, spelling, vocabulary, grammar, syntax, and more work together to strengthen literacy instruction.

The best part: This isn't about adding one more thing to your plate. It's about enhancing the instruction you're already doing by making meaningful connections across literacy.

We believe educators deserve more than information. They deserve the tools, confidence, and community to put that information into practice.

We'd love for you to be part of it!

👉 Explore Beyond Phonics Club & Join the Community

Let's keep learning, growing, and connecting the pieces of literacy — together!

-Michelle & Sarah

Founders of Logos Literacy Academy

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

What if the English spelling system isn't nearly as irregular as we've been led to believe? What if the letters we sometimes call “silent” are actually telling us something important about a word's structure, identity, or history?

Sue Scibetta Hegland, author of Beneath the Surface of Words: What English Spelling Reveals and Why It Matters joins the show for a fascinating conversation about what lies beneath the surface of English spelling.

Sue shares how her son's experience with dyslexia sparked her journey into understanding the English spelling system and why learning to read and learning to spell don't always develop in the same way.

We explore three foundational concepts: English spelling is structural, spelling reveals the identity of words, and written and spoken language are deeply connected yet distinct systems. Through examples like says, does, been, comfortable, and even leopard, Sue reveals how morphology, phonology, and etymology work together to make English spelling more understandable.

We also discuss why graphemes don't always represent phonemes, the different roles of graphemic markers, and how Sue's thinking has evolved as she works on the second edition of her book.

Plus, Sue shares insights from her conversations with renowned reading researcher Dr. Linnea Ehri, including the role of morphology in orthographic mapping and why morphological instruction doesn't need to wait until students are older.

Key Takeaways:

• Morphology provides a structural framework for understanding English spelling
• Spelling preserves word identity, even when pronunciation changes
• Graphemes can serve purposes beyond representing phonemes
• Why phonology and morphology should be taught in parallel from the beginning
• Why teaching the English spelling system doesn't have to mean overwhelming young learners with complexity.

Resources Mentioned:

• Book: Beneath the Surface of Words: What English Spelling Reveals and Why It Matters by Sue Scibetta Hegland (A 2nd edition is coming in 2027!)
• Book: The American Way of Spelling: The Structure and Origins of American English Orthography by Richard Venetzky
• Book: The Oxford Reference Guide to English Morphology
• International Dyslexia Association (IDA)

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 Sue Scibetta Hegland:

• Website: https://learningaboutspelling.com/
• Resources & Linked Presentations on Sue’s Website

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.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

Beyond Phonics Club

Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club

The Super Popular Suffix <-s>

Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF!

All 50 states now have dyslexia legislation on the books. So why are so many students with dyslexia still caught in a “wait to fail” system? Dyslexia advocate, Missy Purcell joins the show to explore the gap between passing legislation and actually changing outcomes for students.

Missy shares the deeply personal story of advocating for her own son after watching him go from a child excited to start school to one who was frustrated, anxious, and struggling. That journey, later featured in the Sold a Story podcast, ultimately led Missy from advocating for one child to helping families and educators navigate systems that too often fail to identify and support students early enough.

We unpack what “wait to fail” really looks like in schools, what dyslexia legislation can and cannot accomplish, and why screening alone is never enough. Missy shares lessons from Georgia’s evolving dyslexia and early literacy legislation, including what can happen when well-intentioned laws encounter policies and systems that don’t fully reflect their intent.

We also discuss the importance of early identification, Child Find and IDEA, the relationship between MTSS and special education evaluation, individualized intervention, teacher knowledge, and why a program alone cannot replace a highly trained, responsive educator.

Most importantly, Missy makes the case that dyslexia advocacy does not have to be parents versus teachers. Meaningful change happens when families, educators, school leaders, policymakers, and communities work together – with urgency – to make sure children get what they need before they fail.

Key Takeaways:

• What “wait to fail” actually looks like for a child
• Why dyslexia legislation is an important beginning, but not the finish line
• The role of early screening
• What can go wrong between legislation, policy, and implementation
• Why growth is not necessarily the same as closing the gap
• How parents and teachers can advocate alongside one another & how systems change requires the entire community to work together

Resources & References Mentioned:

• Sold a Story Podcast with Emily Hanford
• Sold a Story - Episode 6: “The Reckoning” features Missy Purcell
• Individuals with Disabilities Education Act (IDEA)
• Sec. 300.111 Child Find under IDEA
• Office of Special Education Programs (OSEP) guidance/letters regarding delaying or denying evaluations
• Georgia HB 1193
• Georgia: Literacy & Dyslexia
• Georgia Dyslexia Informational Handbook
• Georgia HB 538 (Early Literacy Act)

Connect with Missy Purcell:

• Website: https://misspurcell.com/
• Instagram: @misspurcelladvocates

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:

Beyond Phonics Club

Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club

The Super Popular Suffix <-s>

Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF!

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

Emmy-nominated actor, dyslexia advocate, and speaker Ameer Baraka explores the human side of unidentified dyslexia. Ameer takes us back to his childhood, when difficulties with reading left him feeling isolated, ashamed, and convinced that he simply wasn’t capable of learning. As his struggles went unidentified, school felt like it wasn’t a place of possibility, and he began searching for another way to make it in the world.

It wasn’t until Ameer was incarcerated as a young adult that his educational journey began to change. After being screened for dyslexia and finally having an explanation for the difficulties he had experienced throughout his life, Ameer describes an almost immediate shift in how he saw himself: he wasn’t “stupid.” He could learn.

For Ameer, literacy became freedom.

Throughout this deeply personal conversation, Ameer shares how learning to read transformed not only his opportunities, but his identity, his sense of hope, and ultimately the trajectory of his life. He also discusses the adults who believed in him when he struggled to believe in himself, the profound influence of his faith, and why he now feels called to advocate for children and incarcerated adults who struggle with literacy.

We also discuss what educators may see when reading difficulties show up as something other than reading difficulties – including acting out, frequent physical complaints, avoidance, or the child who quietly disappears into the back of the classroom.

Today, Ameer uses his story to advocate for early identification of dyslexia, stronger literacy instruction, prison reform, and greater awareness of the consequences that can occur when children spend years believing they cannot learn.

This conversation is ultimately about more than dyslexia. It is about literacy, identity, human potential, faith, and the extraordinary power educators have to help a child see possibilities they may not yet be able to see for themselves.

Stay tuned for more details on the film Undiagnosed, a biopic based on Ameer’s life and his experience with dyslexia. It’s the first film of its kind to explore what Ameer calls “the ugly side of dyslexia” – what can happen when a child’s struggles go unidentified and unsupported for far too long. Dyslexia organizations have already reached out in support of the project, and millions of people are anticipating to see this story on screen.

Key Takeaways:

• Ameer's experience growing up with unidentified dyslexia
• How reading struggles affected his identity, self-worth, and relationship with school
• The connection Ameer sees between literacy struggles, environment, and the paths available to young people
• Why receiving a dyslexia diagnosis felt liberating & Ameer's powerful belief that literacy is freedom
• His advocacy for early dyslexia screening, literacy access, and prison reform
• The message he would give his younger self – and the teachers who may have an “Ameer” sitting in their classroom today

See Ameer Baraka on:

• Zatima
• Jupiter Jones
• A House Divided

Connect with Ameer Baraka:

• Book: Undiagnosed: The Ugly Side of Dyslexia by Ameer Baraka
• Instagram: @ameerbaraka
• Facebook
• LinkedIn
• Support Undiagnosed: The Ugly Side of Dyslexia (the biopic)

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!

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.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:

Beyond Phonics Club

Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club

The Super Popular Suffix <-s>

Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF!

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 does dyslexia actually look like – from preschool through high school – and how can educators recognize when a student’s struggles may be telling us something more?

In this Dyslexia Awareness Month bonus episode, Certified Dyslexia Therapist and teacher educator Barb Golub joins the show for an honest, practical, and incredibly fun conversation about recognizing and supporting students with dyslexia.

Barb shares the personal story that ultimately led her into dyslexia therapy, and explains why dyslexia can be easy to miss, particularly in bright students who have become skilled at compensating. She walks through signs educators and families might notice at different ages. We also dig into why multilingual learners may be under-identified for dyslexia and why evaluators must consider both language acquisition and reading development rather than defaulting to a “wait and see” approach.

They also discuss what needs to change at the systems level, why intervention shouldn't become a permanent placement without meaningful progress, and what general education teachers can do when they suspect a student is struggling – even when they don't have a specialist standing beside them.

And because it's Barb, the episode ends with push-ups, miniature tchotchkes, irregular high-frequency words, crispy Diet Coke, and some literacy hot takes… obviously!

Key Takeaways:

• What dyslexia is – and some persistent misconceptions about it
• Signs of dyslexia from preschool through adolescence
• Dyslexia therapy versus traditional tutoring
• Fidelity, dosage, mastery, and responsive instruction
• Why strong instruction for dyslexic readers can also support other readers
• The importance of vetting literacy materials and practices

Connect with Barb Golub:

• Website: https://www.barbgolub.com/
• Email: [email protected]
• Instagram: @literacy_barb
• LinkedIn

Mentioned in this episode:

Beyond Phonics Club

Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club

The Super Popular Suffix <-s>

Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF!

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 when schools treat academics and behavior as two completely separate systems?

Dr. Dawn Miller and Dr. Pamela Radford of MTSS Innovations help us explore what it really means to build an integrated Multi-Tiered System of Supports (MTSS): one that recognizes that students’ academic, behavioral, social, and emotional needs don’t exist in isolation.

We unpack the powerful relationship between academic success and behavior, including what can happen when a student’s academic struggles show up as avoidance, disengagement, disruptive behavior, or missed instructional time. We also explore the reverse: how behavioral needs and time away from instruction can compound academic difficulties.

Dawn and Pam take us inside an integrated MTSS model, discussing how schools can move away from siloed academic and behavior teams and instead create systems in which educators examine multiple sources of data side by side. We talk about universal screening, attendance, office discipline referrals, behavioral screeners, and implementation data.

We also dig into what this means for Tier 1 instruction and evidence-based practices. Dawn and Pam explain why selecting an evidence-based practice isn't simply about finding something that “works”; it's about considering the student, the context, available resources, implementation, and the interaction between academic and behavioral needs.

For leaders wondering where to even begin? Dawn offers an important reminder: “don't let perfect be the enemy of good”. You may begin by strengthening one part of your system, but the vision from the beginning should be one of integration.

Key Takeaways:

• What an integrated MTSS model actually looks like & why academic and behavioral data should be examined together
• The relationship between academic struggles, behavior, engagement, and access to instruction
• Behavioral data sources including attendance, office discipline referrals, universal screeners, and daily progress reports
• How engagement and opportunities to respond can influence both academic and behavioral outcomes
• Selecting evidence-based practices based on student need, context, resources, and fit
• The role of implementation fidelity, and why fidelity data should be used to support educators
• How leaders can begin moving from siloed systems toward an integrated MTSS
• Why continuous improvement really does have to be continuous

Resources Mentioned:

• Book: Leading Equity-Based MTSS for All Students
• Book: Promoting Effective MTSS Implementation: Challenges and Solutions for School Consultation
• Book: Explicit Instruction
• https://www.mtss-innovations.com/
• MTSS Fidelity Integrity Assessment (FIA)
• Self Assessment of MTSS Implementation - Illinois (SAM-I)
• MTSS Innovations: The Collective & Additional FREE Resources:
• Recorded webinar: "Epic Fails" where Dawn shares the journey of an integrated model in a first-ring suburban district
• Recorded webinar: “Find Your Focus,” that highlights the 6 habits of MTSS to incorporate into an integrated approach
• A MTSS Discussion Guide for District and School Leaders

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 Pam and Dawn:

• Email: [email protected] & [email protected]
• LinkedIn: Dawn Miller & Pam Radford
• Website: https://mtss-innovations.com/
• Join MTSS Innovations: The Collective to learn in community and receive research-backed support alongside other MTSS leaders.

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.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

The Super Popular Suffix <-s>

Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF!

Beyond Phonics Club

Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club

Dr. Sarah Brown and Dr. Kelly Powell-Smith, co-authors of Routines for Reading Results: A Practical Approach for Accelerating Growth, alongside Dr. Stephanie Stollar and Beth Madden unpack the principles of Direct Instruction and explain why effective reading instruction depends not only on what we teach, but on the intentional design and delivery of instruction.

They walk through the four phases of learning: acquisition, automaticity, generalization, and adaptation – and explain why students can appear to “get it” during a lesson yet struggle to retain or apply that learning later.

The conversation also tackles a common criticism of scripted instruction: Do scripts stifle teacher creativity and responsiveness? Sarah and Kelly explain why thoughtfully designed routines can actually reduce cognitive load for teachers, provide consistency for students, and free educators to focus on the thing that cannot be scripted ahead of time: how students are responding in the moment.

They also discuss how these routines can live alongside existing high-quality instructional materials, how educators can use data to identify gaps rather than continually purchasing new programs, and what school leaders can do to support implementation.

Key Takeaways:

• Direct Instruction (DI) defined & why both the design and delivery of instruction matter
• The four phases of learning: acquisition → automaticity → generalization → adaptation & how instructional needs change depending on a student’s phase of learning
• The role of precise, concise teacher language
• Modeling, leading, testing, firming, and providing individual turns – while building sufficient practice and intentional error correction into instruction
• How leaders can support implementation through collaboration, data analysis, ongoing learning, and coaching

Resources & References Mentioned:

• Book: Routines for Reading Results: A Practical Approach for Accelerating Growth - Stephanie Stollar, Kelly A. Powell-Smith, Beth A. Madden & Sarah Brown (Amazon)
• Book: Routines for Reading Results (Solution Tree)
• Book: Teaching Struggling and At-Risk Readers: A Direct Instruction Approach - Doug Carnine and colleagues
• Direct Instruction: the instructional approach originating in the work of Siegfried Engelmann
• Project Follow Through: “the largest and most consequential educational experiment in U.S. history, and its findings continue to inform NIFDI’s work to promote evidence-based, replicable instructional practices.”
• Research on connected phonation/continuous blending (Gonzalez-Frey, S. M., & Ehri, L. C. (2021). Connected Phonation is More Effective than Segmented Phonation for Teaching Beginning Readers to Decode Unfamiliar Words. Scientific Studies of Reading, 25(3), 272–285. https://doi.org/10.1080/10888438.2020.1776290)

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. Sarah Brown:

• Website: https://systemimpactconsulting.com/
• Contact Dr. Sarah Brown on her Website
• LinkedIn: Sarah Brown Ph.D.
• Join Dr. Brown’s MTSS Data Academy
• Dr. Brown also offers Virtual Coaching Sessions!

Connect with Dr. Kelly Powell-Smith:

• LinkedIn: Kelly A. Powell-Smith
• Mount St. Joseph University: Kelly Powell-Smith

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.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:

The Super Popular Suffix <-s>

Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF!

Beyond Phonics Club

Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club

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

Developmental Language Disorder (DLD) affects approximately 1 in 14 people, yet many educators have never heard of it. So what might DLD actually look like in the classroom? How can we better support students when difficulties with language intersect with dyslexia, ADHD, executive function, reading, spelling, and writing?

Speech-language pathologists, Kathleen Love and Beth Coppoc Gunshor take us for a deep dive into DLD and language-based literacy intervention.

Kathleen and Beth unpack the differences and overlap among DLD, dyslexia, and ADHD, including why a student who appears inattentive or off-task may actually be struggling with the language demands of a task. They also share subtle signs of DLD educators can watch for: from vague vocabulary and word-retrieval difficulties to challenges following directions, understanding complex sentences, and telling cohesive stories.

Then, the conversation turns practical. Kathleen and Beth explore ways educators can manage cognitive load, strengthen vocabulary instruction, and provide the repeated, explicit language experiences students with DLD may need. They also take us inside their intervention practices to show how Structured Word Inquiry (SWI) can extend far beyond spelling – supporting morphology, vocabulary, syntax, semantic networks, executive function, oral language, and even confidence.

Key Takeaways:

• DLD defined
• The overlap and distinctions among DLD, dyslexia, and ADHD
• Practical ways to reduce unnecessary cognitive load without reducing the thinking
• How to strengthen vocabulary instruction for students with language difficulties
• Why Structured Word Inquiry can be a powerful tool for building language as well as literacy

Resources Mentioned:

• Conifer literacy app
• DLD and Me
• OxEd & Assessment / NELI
• Dr. Tiffany Hogan / The Speech and Language (SAiL) Literacy Lab
• 2026 ASHA Convention

Connect with Kathleen Love:

• Website: https://conifermatrix.com/
• Instagram: @conifermatrix
• Conifer Matrix on Facebook
• Website: https://www.raincityreading.com/
• Instagram: @rain.city.reading
• Rain City Reading on Facebook
• Rain City Reading on YouTube
• Rain City Reading Newsletter

Connect with Beth Coppoc Gunshor:

• Website: http://bcgslp.com/
• Instagram: @bcgslp
• BCG SLP on Facebook
• BCG SLP Shop - T-Shirts
• BCG SLP Shop - Stickers

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.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:

Beyond Phonics Club

Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club

The Super Popular Suffix <-s>

Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF!

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