Literacy Talks

Featuring Stephanie Stollar and Kelly Powell Smith, coauthors of Routines for Reading Results: A Practical Approach for Accelerating Growth

What makes a reading routine truly effective? And could small changes in how we teach make a bigger difference than we realize? In this episode, Stacy Hurst and Lindsay Kemeny welcome Stephanie Stollar and Kelly Powell Smith, coauthors of Routines for Reading Results, to explore the science behind effective instruction. From common misconceptions about Direct Instruction to practical ways to accelerate student learning, this conversation offers fresh perspectives on how teachers can get better results from the instruction they're already delivering.

Featured Book and Guest Resources

Routines for Reading Results: A Practical Approach for Accelerating Growth — Stephanie Stollar, Kelly Powell Smith, Beth Madden, and Sarah Brown.

The book at the center of this conversation, featuring practical instructional routines for accelerating reading growth.

• Order the book
• Register for the workshop
• Download the free routines

Teaching Struggling and At-Risk Readers: A Direct Instruction Approach — Douglas Carnine and colleagues.

The out-of-print foundational text that inspired Routines for Reading Results. Stephanie shares how her efforts to preserve and update this valuable resource led to the creation of the new book.

View the original book on Google Books

Stephanie Stollar's Free Resources

Tools and resources for strengthening literacy instruction, implementing MTSS, and supporting educators.

Explore Stephanie's Resources

Learn how explicit, systematic instruction, guided practice, and corrective feedback support foundational reading skills.

The Reading Horizons Method

See how our step-by-step method transforms educators into experts and students into readers.

For many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers.

Find and register for an event in your area today!

💬 Want more insights like this?
Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox!

Core Instruction and Reading Intervention. One System. One Path Forward.

From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact.

See how Ascend works.

Do you teach Structured Literacy in a K–3 setting?
Sign up for a free license of Reading Horizons Discovery® LIV...

Dyslexia is one of the most common reasons students struggle to learn to read, yet misconceptions about what it is—and what it isn't—persist.

In this episode, Donell and Stacy discuss the International Dyslexia Association's updated definition of dyslexia and what it tells us about the range of challenges students may experience. They explore early indicators, including difficulties with letter-sound knowledge, phonological awareness, reading fluency, and spelling, as well as the importance of looking beyond a student's performance in other subjects.

The conversation also highlights the emotional impact of struggling to read, particularly when students go unidentified or don't receive appropriate support. Drawing on personal experiences and classroom examples, Donell and Stacy explain why more reading practice alone isn't the answer and how assessment, explicit instruction, and early intervention can make a meaningful difference.

Recognizing reading difficulties is only the beginning. Knowing how to respond with effective instruction is what makes the difference.

Understanding Dyslexia

• International Dyslexia Association: 2025 Definition of Dyslexia — The updated definition discussed by Donell and Stacy, with explanations of key terminology.
• Reading Horizons: Dyslexia—What Every Educator Needs to Know — An educator-focused e-book available through the Dyslexia Talks resource collection.

Watch and Listen

• Literacy Talks, Episode 131: Dyslexia Awareness Is Everywhere. Is It Making a Difference? — A discussion of dyslexia legislation, screening, teacher preparation, and the gap between awareness and meaningful support.
• Dyslexia Talks: A Literacy Talks Miniseries — Five conversations featuring personal experiences, research, advocacy, and support for individuals with dyslexia, including an episode with Dr. Tim Odegard.
• Reading Horizons: Recorded Webinars — Includes Redefining Dyslexia: What Every Educator Should Know and Structured Literacy for Neurodiverse Learners.

Classroom Instruction and Support

• Reading Horizons: Structured Literacy for Students with Dyslexia — A collection of resources on evidence-aligned literacy instruction and support for students with dyslexia.
• International Dyslexia Association: Explanation of the 2025 Dyslexia Definition — A deeper explanation of the research behind the revised definition, including implications for identification and instruction.

For many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers.

Find and register for an event in your area today!

💬 Want more insights like this?
Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox!

Core Instruction and Reading Intervention. One System. One Path Forward.

From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact.

See how Ascend works.

Do you teach Structured Literacy in a K–3 setting?
Sign up for a free license of Reading Horizons Discovery® LIV...

Episode Description
What's the most effective way to teach students to read and spell irregular words? In this episode, Stacy, Donell, and Lindsay examine new research comparing Heart Word instruction and mispronunciation correction, two approaches that help students connect sounds and spellings rather than rely on memorization. They unpack the findings, discuss what the research means for classroom instruction, and share practical strategies for helping students become more accurate, confident readers and spellers.

Show Notes
Teaching irregular words is a familiar challenge for literacy educators, but what does the research tell us about the most effective approaches?

Stacy, Donell, and Lindsay take a close look at a 2026 study comparing Heart Word instruction and mispronunciation correction, sometimes called using a "spelling voice." They explore how each method works, what the researchers discovered about reading and spelling outcomes, and why actively examining the sounds and spellings within words matters.

The conversation also highlights important considerations for classroom practice, including students' existing phonics knowledge, vocabulary, and opportunities to practice spelling. Lindsay shares how she combines elements of both approaches in her classroom, while Donell discusses how similar strategies can support older students who continue to struggle with reading and spelling.

Along the way, the hosts offer helpful advice for educators who want to become more comfortable reading research and translating findings into effective instruction.

Featured Research
Teaching Irregular Words: A Comparison of Mispronunciation Correction and Heart Word Methods (2026)

Published in Scientific Studies of Reading, this study compares two approaches to teaching irregular words and examines their effects on students' reading and spelling accuracy.

Read the research article (PDF)

For many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers.

Find and register for an event in your area today!

💬 Want more insights like this?
Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox!

Core Instruction and Reading Intervention. One System. One Path Forward.

From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact.

See how Ascend works.

Do you teach Structured Literacy in a K–3 setting?
Sign up for a free license of Reading Horizons Discovery® LIV...

Show Notes

In this follow-up to Episode 127, Donell Pons and Lindsay Kemeny reconnect with Kristie Nelson to hear how her son Braxton is progressing after being identified with dyslexia. While targeted reading intervention has led to encouraging gains, the transition to middle school has brought new challenges. The conversation explores why continued foundational reading instruction matters, how accommodations and self-advocacy support student success, and what educators and families can do to protect the confidence of students who struggle with reading.

Resources Mentioned and Related Links

Episode 127: When Early Reading Struggles Follow Students to Middle School | The Braxton Story, Part 1

Hear how Kristie first recognized Braxton's reading difficulties, pursued an evaluation, and worked with his school to get him the support he needed.

Learn About and Listen to Episode 127

Individualized Education Programs (IEPs) and Accommodations

Lindsay and Donell discuss the importance of documenting accommodations such as extended time, text-to-speech, speech-to-text, and reduced assignment length when appropriate.

International Dyslexia Association — Dyslexia Fact Sheets

Reading Intervention for Older Students

The hosts emphasize that students who make progress with targeted phonics instruction may still need that instruction as they move into middle school.

Reading Rockets — When Older Students Can't Read

Supporting Student Confidence and Self-Advocacy

Lindsay shares strategies for helping children with reading difficulties recognize their strengths, overcome negative self-talk, and feel more confident as learners.

Understood.org — Confidence and Self-Esteem

Supporting Continued Reading Progress

As Braxton's story illustrates, students who struggle with foundational reading skills may need continued, targeted instruction even after making significant progress.

Reading Horizons Ascend Focus is designed to support targeted literacy intervention, helping educators address foundational skill gaps and build on students' progress.

Learn more about Ascend Focus →

For many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers.

Find and register for an event in your area today!

💬 Want more insights like this?
Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox!

Core Instruction and Reading Intervention. One System. One Path Forward.

From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact.

See how Ascend works.

Do you teach Structured Literacy in a K–3 setting?
Sign up for a free license of Reading Horizons Discovery® LIV...

Fresh from The Reading League's 10th Annual Conference in Chicago, Lindsay, Donell, and Stacy share the research, ideas, and classroom strategies that caught their attention. From the growing influence of AI to the importance of oral language, reading comprehension, and explicit instruction, the trio explores what excited them, what surprised them, and what left them with more questions. Whether you attended the conference or couldn't make it, this Conference Rewind brings valuable insights and practical takeaways straight to you.

Show Notes
The Reading League celebrated its 10th annual conference by bringing together researchers, educators, and literacy advocates to explore the science of reading and its implications for classroom instruction.

In this episode, Lindsay, Donell, and Stacy revisit standout presentations, share instructional strategies they plan to use, and reflect on questions that deserve continued discussion.

AI, Technology, and the Human Side of Learning
Opening keynote speaker Adam Kronk challenged educators to consider not simply what AI can do, but what it should do. His presentation explored the relationship between technology, human dignity, agency, and the cognitive work essential to learning.

The hosts discuss the risks of outsourcing too much thinking to technology and the importance of preserving attention, deep reading, and meaningful human interaction.

Strengthening Oral Language and Vocabulary
Oral language emerged as one of the conference's strongest themes.

Drawing on presentations from Sonya Cabell, Charles Hulme, and members of The Reading League team, the hosts explore how purposeful conversations, sophisticated teacher language, interactive read-alouds, and explicit language instruction support vocabulary development and reading comprehension.

Stacy also shares research presented by Charles Hulme connecting language intervention with improvements in measures of classroom behavior and self-regulation.

Practical Lessons in Explicit Instruction
Anita Archer's presentations prompted the hosts to revisit some foundational principles of effective teaching, including clear objectives, purposeful modeling, and active student engagement.

Donell emphasizes three essential stages of learning: accuracy, automaticity, and transfer. Students need sufficient mastery before they're expected to apply newly learned skills independently.

What Really Supports Reading Comprehension?
Lindsay highlights Amy Elleman's presentation on evidence-based comprehension strategies and the relationship between background knowledge, vocabulary, and strategic reading.

The hosts also consider why instructional approaches may have different effects for students with and without reading disabilities—and why continuing to examine the research matters.

Questions Worth Exploring
Not every conference takeaway offered a simple answer. The hosts discuss differing perspectives on productive struggle, misconceptions about the science of reading, culturally responsive instruction, and emerging questions about digital versus print reading.

They also reflect on the importance of making high-quality professional learning accessible to more teachers.

Resources Mentioned in This Episode
These links provide additional information about the conference, presenters, research, and instructional approaches discussed.

• The Reading League Conference | Conference information, featured presenters, and future events
• 10th Annual Conference Overview | Background on the 2026 Chicago conference and its major themes
• Adam Kronk — The Dignity of Learning in the Era of AI | Preview of his keynote and the DELTA framework for human-centered AI
• Strive-for-Five Conversations — Tricia Zucker and Sonia Cabell | Practical framework for building language comprehension through extended conversations
• Using Strive-for-Five Conversations to Strengthen Language Comprehension | Research article with classroom examples, available as a PDF
• The Science of Reading: Defining Guide | The Reading League's resource for understanding the science of reading as a body of research, rather than a single instructional approach

Additional presenters and works discussed include Anita Archer's explicit instruction research, Charles Hulme's language intervention research, Amy Elleman's comprehension research, Maryanne Wolf's work on deep reading, and Stanislas Dehaene's Reading in the Brain.

Additional useful links:

• Anita Archer and Charles Hughes — Explicit Instruction: Effective and Efficient Teaching
• Maryanne Wolf — Reader, Come Home: The Reading Brain in a Digital World
• Stanislas Dehaene — Reading in the Brain

For many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers.

Find and register for an event in your area today!

💬 Want more insights like this?
Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox!

Core Instruction and Reading Intervention. One System. One Path Forward.

From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact.

See how Ascend works.

Do you teach Structured Literacy in a K–3 setting?
Sign up for a free license of Reading Horizons Discovery® LIV...

This episode was inspired by the 30th annual What’s Hot in Literacy survey, which asks literacy leaders to consider both the topics receiving attention in the field and those that deserve more. Lindsay, Donell, and Stacy use the findings as a jumping-off point to examine where literacy conversations are focused—and what may be getting overlooked.

Resources Mentioned

What’s Hot in Literacy at 30: Trends, Tensions, and Trajectories in a Changing Field
Stephanie Grote-Garcia, Evan Ortlieb, and Jonathan Marine
The 2026 report at the center of this episode explores which literacy topics experts see as “hot” and which they believe should receive greater attention.
Read the article

The Reading League

The hosts discuss The Reading League and its work to advance knowledge and use of evidence-aligned reading instruction through resources, professional learning, conferences, and state chapters.
Explore The Reading League

Decoding Dyslexia

Donell points to the parent-led Decoding Dyslexia movement as an example of how advocacy can raise awareness and help drive changes in literacy policy and practice.
Learn more about Decoding Dyslexia

Emily Hanford

Lindsay discusses journalist Emily Hanford’s reporting and its role in bringing reading instruction and the science of reading to a much broader public audience.
Explore Emily Hanford’s work

Flow: The Psychology of Optimal Experience — Mihaly Csikszentmihalyi

Donell references Csikszentmihalyi’s work during the conversation about the cognitive demands of reading, thinking, and writing.
Learn more about Flow

For many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers.

Find and register for an event in your area today!

💬 Want more insights like this?
Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox!

Core Instruction and Reading Intervention. One System. One Path Forward.

From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact.

See how Ascend works.

Do you teach Structured Literacy in a K–3 setting?
Sign up for a free license of Reading Horizons Discovery® LIV...

Show Notes
AI can make a task easier without necessarily making learning stronger. The distinction may come down to who is doing the cognitive work.

When AI provides an answer or produces the work for a student, it can reduce the attention, engagement, reasoning, and productive struggle involved in learning. When thoughtfully designed and intentionally used to provide hints, scaffolding, practice, or feedback, however, AI may help students remain actively involved in that process.

For educators, the goal isn't simply deciding whether to use AI. It's considering how the tool is being used and whether students are still doing the thinking that builds knowledge.

Books & Resources Mentioned in this Episode

Stanford SCALE — AI Hub in Education
The hosts reference research and resources from Stanford University examining the emerging evidence around artificial intelligence in K–12 education. The review discussed in the episode highlights how limited the current evidence base remains and why educators should be cautious about making broad conclusions from early research.

Tim Odegard and Megan Gierka — Using AI to Support Structured Literacy –Aligning Tools with How Students Learn

Stacy references an article by Tim Odegard and Megan Gierka that considers AI through the lens of the instructional hierarchy and explores ways technology might provide students with additional opportunities to respond, practice, and receive feedback.

Big Sky Literacy Summit
Several ideas discussed in the episode connect back to presentations and resources shared at the Big Sky Literacy Summit, including conversations about AI, learning, and the distinction between having access to information and developing knowledge.

For many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers.

Find and register for an event in your area today!

💬 Want more insights like this?
Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox!

Core Instruction and Reading Intervention. One System. One Path Forward.

From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact.

See how Ascend works.

Do you teach Structured Literacy in a K–3 setting?
Sign up for a free license of Reading Horizons Discovery® LIV...

Classroom management can test even the most experienced teacher—especially when the strategies that usually work suddenly don’t seem to be enough. In this episode, Lindsay, Donell, and Stacy have an open conversation about challenging classroom behavior, maintaining high expectations, setting boundaries, and the very real toll it can take on teachers. They share strategies, resources, and reminders for navigating the hard days while finding ways to support students and teachers.

When classroom behavior begins consuming more time and energy than instruction, what can teachers do?

In this episode, the Literacy Talks trio explores the realities of classroom management—from explicitly teaching and practicing expectations to using positive reinforcement, individual supports, and consistent consequences. They also discuss something that often receives less attention: the emotional load teachers carry when managing challenging behavior day after day.

The conversation includes ideas for setting boundaries, seeking support from colleagues and administrators, partnering with families, and recognizing when teachers themselves may need additional support.

• Ross Greene — Lost at School, 2014 Lost and Found, 2016 The central idea behind Greene's Collaborative & Proactive Solutions approach is that challenging behavior may reflect lagging skills rather than simply willful defiance. That's a very useful lens for teachers. https://drrossgreene.com/lost-at-school.htm
• The IRIS Center at Vanderbilt University — Behavior & Classroom Management
  Free, evidence-based resources for educators, including modules, case studies, skill sheets, and practical guidance on classroom behavior management, behavior-specific praise, active supervision, choice making, and more.
  https://iris.peabody.vanderbilt.edu/iris-resource-locator/?term=behavior-classroom-management
• The IRIS Center — Fundamental Skill Sheets
  Quick, practical resources covering strategies such as behavior-specific praise, proximity control, active supervision, choice making, and wait time.
  https://iris.peabody.vanderbilt.edu/fundamental-skill-sheets/
• Dr. Anita Archer — “Pressing the Reset Button on Classroom Management”
  A practical presentation on research-based classroom management practices and creating an environment where students can learn and teachers can teach.
  https://www.youtube.com/watch?v=eLG65NH6YMQ
• Love and Logic for Educators
  Stacy discusses using principles from Love and Logic to put responsibility for choices back on students while responding with empathy and consistency. Free educator articles and resources are available here:
  https://www.loveandlogic.com/pages/articles-and-advice-for-educators
• NeuroLaunch https://neurolaunch.com/mhi-mental-health/

For many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers.

Find and register for an event in your area today!

💬 Want more insights like this?
Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox!

Core Instruction and Reading Intervention. One System. One Path Forward.

From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact.

See how Ascend works.

Do you teach Structured Literacy in a K–3 setting?
Sign up for a free license of Reading Horizons Discovery® LIV...

Dyslexia awareness has grown dramatically—but has that awareness translated into meaningful change for students? Stacy, Donell, and Lindsay explore what’s happening in schools, what may still be missing, and what it will take to turn greater awareness into better support for struggling readers.

Dyslexia is now part of the conversation in schools across the country. Nearly every state has adopted some form of dyslexia legislation, screening has become increasingly common, and educators have greater access to information about reading difficulties than ever before.

But identifying a student who may be at risk is only the beginning.

In this episode, Donell Pons, Stacy Hurst, and Lindsay Kemeny discuss research examining what has—and hasn't—changed since states began adopting dyslexia laws. Their conversation moves beyond legislation to the larger systems surrounding students: screening and assessment, teacher knowledge, intervention, curriculum, professional development, diagnosis, accommodations, and the resources available to schools and families.

They also explore an important question for educators: Once the data tells us a student is struggling, what happens next?

The conversation highlights the need to move beyond awareness alone toward systems that help educators respond effectively—with strong Tier 1 instruction, appropriate intervention, knowledgeable teachers and specialists, useful assessment data, evidence-aligned instructional tools, and ongoing professional learning and coaching.

The hosts also acknowledge encouraging examples of schools and districts investing in teacher knowledge and sustained support, offering a reminder that meaningful change is possible when the pieces work together.

Resources Mentioned
Nearly Every State in the U.S. Has Dyslexia Laws, But Our Research Shows Limited Change for Struggling Readers

The Conversation

This February 2026 article provides the research that prompted the episode's discussion. The researchers examined fourth-grade reading data from the National Assessment of Educational Progress across 47 states, comparing trends before and after the adoption of dyslexia legislation.

The Nation's Report Card — National Assessment of Educational Progress (NAEP)

The federal assessment program whose reading data was examined in the research discussed during the episode.

International Dyslexia Association (IDA)

A resource for evidence-based information about dyslexia, professional learning, research, and support for educators and families.

Tests of Dyslexia (TOD™)

An assessment referenced by Donell during the discussion, developed by Nancy Mather and colleagues to help identify individuals who may have dyslexia and provide information useful for intervention planning.

Decoding Dyslexia

A grassroots network of state-based parent advocacy organizations working to increase dyslexia awareness and improve access to identification and appropriate educational support.

LETRS® Professional Learning

Lindsay references LETRS while discussing examples of districts investing in teacher knowledge and professional learning grounded in the science of reading.

For many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers.

Find and register for an event in your area today!

💬 Want more insights like this?
Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox!

Core Instruction and Reading Intervention. One System. One Path Forward.

From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact.

See how Ascend works.

Do you teach Structured Literacy in a K–3 setting?
Sign up for a free license of Reading Horizons Discovery® LIV...

Fresh from the Big Sky Literacy Summit, Stacy Hurst and Donell Pons bring Lindsay Kemeny—and listeners—inside the conversations that had them thinking, questioning, and taking notes. Hear which ideas rose to the top and why they could matter for the way educators approach literacy instruction.

The best conferences don't just leave you with pages of notes—they leave you thinking differently about what happens when you return to the classroom.

In this Conference Rewind episode, Stacy Hurst and Donell Pons recap the Big Sky Literacy Summit for Lindsay Kemeny, sharing ideas and conversations that stood out across several packed days of learning.

Their discussion explores the connection between research and practice, including what teachers need to know about language and literacy, the role of teacher knowledge and preparation, and why practical experience matters. They also reflect on emerging questions around AI in education, the importance of syntax and language comprehension, assessment, self-regulation, and what it really means to move beyond simply finding or comprehending information to actually learning it.

Throughout the conversation, one theme keeps resurfacing: strong research matters most when educators can translate it into stronger teaching and better learning for students.

Resources Mentioned

• Big Sky Literacy Summit
• Bridges in Higher Education
• 10 Maxims: What We’ve Learned So Far About How Children Learn to Read (2026) — Reading Universe
• AI Hub for Education — Stanford University

For many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers.

Find and register for an event in your area today!

💬 Want more insights like this?
Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox!

Core Instruction and Reading Intervention. One System. One Path Forward.

From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact.

See how Ascend works.

Do you teach Structured Literacy in a K–3 setting?
Sign up for a free license of Reading Horizons Discovery® LIV...