By Amplify Education
Science of Reading: The Podcast will deliver the latest insights from researchers and practitioners in early reading. Via a conversational approach, each episode explores a timely topic related to
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The podcast currently has 146 episodes available.
In this episode, Susan Lambert chats with ReadWorks Chief Academic Officer Susanne Nobles, Ph.D., to explore the organization's mission of making high-quality texts free and accessible to all. Together, they discuss ReadWorks’ Article-A-Day program, which offers articles to build students' knowledge and vocabulary while supporting teachers with resources that promote topical coherence. Susanne shares insights into why text quality matters, including that kids know when text isn’t worth their time and attention. She also details how ReadWorks ensures the quality of their materials, describes the Spanish-English texts they’ve introduced to support multilingual/English learners, and offers advice for listeners thinking about text quality and cohesion.
Show notes:
Quotes:
“I have a fear that too much decoding practice can become ‘Why am I reading?’ We lose the ultimate point of why all of us read, which is to learn and to gain meaning.” —Susanne Nobles
“Kids know when a text is worth their time.” —Susanne Nobles
“We want to put a great book in a kid's hands and have them get excited about reading and therefore get good at reading. And it really goes the other way. And so it's once you build that ability to read, then that excitement comes with reading.” —Susanne Nobles
Episode timestamps
02:00 Introduction: Who is Susanne Nobles?
04:00 Overview of ReadWorks
10:00 Article-A-Day Program
12:00 Importance of Topical Coherence
13:00 Why knowledge is important to reading
16:00 Introduction to Decodables
19:00 Text Quality and Evaluation
24:00 Supporting Multilingual Learners
29:00 Audio and Accessibility
33:00 Final Thoughts and Conclusion
*Timestamps are approximate, rounded to nearest minute
On this episode of the podcast, Lori Josephson joins Susan to talk about her new book Calling All Neurons! How Reading and Spelling Happen. Lori discusses her journey into literacy and how she saw the need for an accessible, digestible book about the brain science behind learning to read — one that would be enjoyable for adults and students alike. Lori explains what a neuron is and shows how understanding neural networks is essential to understanding learning to read. She also delves into the importance of getting everyone in a student’s life involved in their literacy development. Lori and Susan also answer some listener-submitted questions, prompting discussions on how to help older elementary students who lack foundational skills and advice for educators who work with students with significant cognitive disabilities.
Show notes:
Quotes:
“I firmly believe that no matter how old you are, you still need to learn the same information.” —Lori Josephson
“In my mind, I use this equation. Knowledge equals motivation, equals active learning, equals resilience, equals success.” —Lori Josephson
“Creating a literate brain is a team sport. Everyone needs to be involved. The parents, caregivers, teachers—they need to be engaged in an interactive way.” —Lori Josephson
“Literacy is a civil right. It's also a gift. It's an opportunity to share thoughts, feelings with others that can be revisited and saved.” —Lori Josephson
Timestamps
02:00 Introduction: Lori Josephson and her Journey into Literacy
05:00 The Motivation Behind 'Calling All Neurons'
08:00 Understanding Neurons and Neural Networks
15:00 The Reciprocal Process of Reading and Spelling
20:00 The Influence of the Cerebellum in Reading
21:00 Unique Aspects of the Book
25:00 Addressing Foundational Skills in Older Students
30:00 Supporting Students with Cognitive Disabilities
31:00 The Importance of Literacy and Empathy
33:00 Final Thoughts
*Timestamps are approximate, rounded to nearest minute
In this episode Susan Lambert is joined by Hugh Catts, Ph.D., professor at Florida State University, to break down what comprehension is and bust some myths around what it isn’t. With a family history of dyslexia, he has a personal connection to the topic that led him into research in language sciences and language disorders. He discusses how his findings moved him away from viewing comprehension as simply a “component of reading” but rather something entirely separate—a condition created over time, defined by purpose, and influenced by prior knowledge. Together, Susan and Hugh address many comprehension-related contexts, such as the simple view of reading, the five pillars of reading, and comprehension’s relationship to knowledge building. Hugh also gives listeners practical advice for helping students suss out their comprehension before reading, and he clarifies why understanding the standard of coherence is important.
Show notes:
Quotes:
“If I was going to define comprehension, it's not a single thing. I mean, that's the problem. We want it to be a single thing, but it depends upon what you're reading and why you're reading it.” –Hugh Catts, Ph.D.
“What comprehension is is the interaction of what you bring into that reading situation and what you already know about it and your motivation and purpose to comprehend it.” –Hugh Catts, Ph.D.
“There's just not enough mental reserve to be able to build that meaning that quickly. So it helps tremendously that you have some knowledge about it beforehand. That knowledge gives you a place to put information. So when you read about something, it gives you storage for the information. It's kind of like a cubby hole that you put the mail in, in an office.” ––Hugh Catts, Ph.D.
Episode timestamps*
02:00 Introduction: Who is Hugh Catts?
03:00 Personal Connection to Dyslexia
07:00 Rethinking comprehension as a component of reading
11:00 Vocabulary and comprehension
15:00 Comprehension as a condition you create
16:00 Language comprehension and the simple view of reading
19:00 Differences in types of comprehension
26:00 What comprehension is and isn’t
32:00 Thinking deeply
39:00 Background knowledge and comprehension
42:00 Automatic inferencing
50:00 Final thoughts
*Timestamps are approximate, rounded to nearest minute
On this episode, Kari Kurto, National Science of Reading Project Director at The Reading League, discusses The Reading League’s curriculum evaluation tool, which assesses a curriculum’s research-based practices. Kurto's conversation with Susan Lambert touches on her background teaching students with dyslexia, the non-negotiables in curriculum aligned to the Science of Reading, and how educators can use information about an evaluated curriculum to inform instruction. While Kurto stresses that no program is perfect, she and her colleagues have worked to equip educators with a tool to more easily and objectively access information when making curriculum choices..
Show notes:
Quotes:
“Just because we have this report and we say, ‘All right, this curriculum has all the stuff,’ if you don't teach it, then you're a red flag of your own.” —Kari Kurto
“It's a movement of improvement, right? We're constantly striving to improve. And don't give up. Share your stories; share your success stories.” —Kari Kurto
“Thank you to those folks who have been listening. Thank you to the folks who are curious about learning more, those who have spent years implementing and tweaking and improving literacy outcomes for our country's next generation. I mean, that's huge.” —Kari Kurto
Episode timestamps*
02:00 Introduction: Who is Kari Kurto?
08:00 Teaching kids with dyslexia, what they need to learn to read
10:00 Reading league defining guide
11:00 Curriculum review tool
16:00 Determining which programs to review
20:00 Using the curriculum review tool as professional development
21:00 Non-negotiables in a science of reading curriculum
24:00 How to use the information from a program evaluation
30:00 Long-term plans of the navigation report tool
32:00 The reporting team
34:00 The Reading League compass
37:00 The Reading League journal
40:00 Final Advice
*Timestamps are approximate, rounded to nearest minute
In this episode, Susan Lambert welcomes back Sue Pimentel to discuss the history and impact of the Common Core State Standards on English Language Arts and Literacy (ELA) education in the United States. Susan and Sue revisit what the standards were designed to focus on: knowledge building, college and career readiness, and fluency in both literary and informational texts. Their conversation covers the importance of text complexity, the lack of a research base to support leveled readers, and knowledge building as a matter of equity and content as a matter of access. While acknowledging the value of these standards, the discussion also highlights their limitations. Sue underscores the importance of always returning to the research to ensure students are truly learning, preparing them to navigate the world and ultimately, live happier lives.
Show notes:
Quotes:
“Vocabulary is how we describe concepts; it's how we know how to talk to one another.” —Sue Pimentel
“What the standards say is, ‘Leveled texts are out and complex texts are in.’ There's no research behind assigning a level to students reading and then sort of imprisoning them in that.” —Sue Pimentel
“The more stuff you know, the better you're able to navigate the world….and I think the happier life is. And certainly the happier kids' lives are when they're actually learning stuff.” —Sue Pimentel
Episode timestamps*
02:00 Looking Back at the Common Core State Standards for ELA
04:00 Knowledge Building and Text Evidence
08:00 Text Complexity and College Readiness
14:00 Standards Organization
23:00 Collaborative Effort in Standards Development
26:00 Integrating Standards into Instruction
26:00 The Importance of Contextual Learning
27:00 Challenges with Early Curriculum Implementation
31:00 Standards vs. Curriculum
35:00 The Role of Knowledge Building in Literacy
50:00 Final Thoughts and Advice
*Timestamps are approximate, rounded to nearest minute
In the Season 9 premiere of Science of Reading: The Podcast, Susan Lambert speaks with Ray James, Head of School at The Ansley School, about the transformative impact of literacy instruction. The Ansley School, which serves children experiencing homelessness, has made evidence-based literacy instruction a key piece of its efforts to foster profound educational and community change. Ray shares his journey and explores how a focus on literacy provides benefits that extend beyond the classroom to the broader community. This episode underscores the importance of foundational literacy skills and sets the stage for a new season dedicated to a literacy reboot.
Show notes:
Quotes:
"If you don't get reading right in an elementary school, every piece of the school suffers." —Ray James
"We’re not just doing school, but educating people. I think a lot of people do school, we’re trying to educate our community holistically."—Ray James
"Education isn't just about academics, it's about creating a safe place and providing holistic, evidence-based literacy instruction that catalyzes real change."—Ray James
Episode timestamps*
01:00 Season nine: Reading reboot
02:00 Introduction: Who is Ray James?
04:00 Ray James' journey from politics to education
06:00 The Boyce L. Ansley School community
10:00 Support structures for families
13:00 Transforming literacy at The Ansley School
20:00 Impact of literacy initiatives
29:00 Future goals and vision for The Ansley School
40:00 Season nine: Looking ahead
*Timestamps are approximate, rounded to nearest minute
In this Science of Reading: The Podcast episode, Susan Lambert speaks with Rebecca Tolson and Lisa Lenhart about their roles at the University of Akron's newly established Center for Structured Literacy. They discuss their personal journeys in literacy education, the large grant received from the Ohio Department of Higher Education, and how the Center aims to prepare pre-service teachers using the Science of Reading and structured literacy. Rebecca and Lisa elaborate on the faculty’s training program, curriculum updates, and the potential community impact. The conversation also touches on the emotional and professional challenges in shifting to evidence-based practices, the history of literacy legislation in Ohio, and the Center's long-term goals—including IDA accreditation and expanding their impact on both pre-service and in-service educators.
Show Notes
Quotes
“We're also making sure that our students are prepared in structured literacy, not just to one program, so they're able to understand the structure and adopt it to any program any district is using.” —Lisa Lenhart
“The Center for Structured Literacy is about empowering teachers at the onset—bachelor's degree. If districts have to retrain them after they graduate, then we're not doing something right.” —Rebecca Tolson
‘The more I learn, the better I'm at my craft and my teaching for my students.” —Rebecca Tolson
“It takes the right person leading you and it takes hard conversations of what we believe.” —Lisa Lenhart
Timestamps*
02:00 Introduction: Who is Rebecca Tolson?
04:00 Introduction: Who is Lisa Lenhart?
05:00 Overview: University of Akron Center for Structured Literacy
11:00 Overhauling an undergraduate program
15:00 Origin Story: Center for Structured Literacy
20:00 A Passion for the Science of Reading
23:00 Intersecting goals: Center for Structured Literacy and the state of Ohio
27:00 The importance of training teachers well the first time
33:00 Training teachers to encounter schools with a variety of approaches to literacy
36:00 Long-term goals for the center
39:00 How to get more educators prepared to teach with evidence-based practices
41:00 The importance of having hard conversations
*Timestamps are approximate, rounded to nearest minute
Check out Amplify’s new podcast, Beyond My Years— host and educator Ana Torres seeks out educational insights and hard-won lessons directly from people who have thrived for decades in the classroom: seasoned educators.
On this premiere episode, Ana soaks up wisdom from Joyce Abbott, an educator so passionate about her students that she inspired one of them to go on and write the hit show “Abbott Elementary.” Joyce tells all about her experiences working in a Title 1 school and what it means to know the community of Philadelphia. They also discuss how Joyce’s time serving in the military informed her work as an educator, how she transformed a challenging classroom during her first year, how it has felt to witness the success of “Abbott Elementary,” and her driving force: passion. At the end, Ana is joined by Classroom Insider Eric Cross to discuss some actionable teaching tips for bringing Joyce's lessons into your classroom.
Show notes:
In this episode, Jamie Clark and Susan Lambert delve into Jamie's new educational resource called: one-pagers, designed to distill complex educational literacy research into accessible, practical one-page summaries for teachers. Jamie, originally from the United Kingdom and now based in Australia, also shares his one-pager journey from ideation, to creating these resources, to witnessing their impact in the classroom. Aside from discussing his methodology, Jamie also highlights the iterative process of refining his work and collaborating with key figures in the educational field, and the importance of contextual application of these strategies in different educational settings. Jamie also gives an in-depth explanation of his Think-Pair-Share one-pager, highlights how important it is for teachers to continue learning, and ends with advice for anyone looking to make research more accessible.
Show Notes
Quotes
“In order to help our students learn effectively, teachers need to know how they learn and sometimes why they do not learn.” —Jamie Clark
“Think-pair-share is important because it makes students feel safe before they share with the class.” —Jamie Clark
“The main thing as a teacher for me is that you always need to learn and that you never stop learning.” —Jamie Clark
“The best research is the stuff that you can glean information from and then do something with that's actionable and practical.” —Jamie Clark
Episode Timestamps*
02:00 Introduction: Who is Jamie Clark?
05:00 The Birth of One Pagers: Inspiration and Early Days
08:00 Going Viral: The Impact of One Pagers
10:00 Feedback and Collaboration on One Pagers
11:00 Designing for Educators: The Journey to a Book
19:00 Designing Effective One Pagers
21:00 Exploring the Think-Pair-Share Strategy
24:00 Implementing Think-Pair-Share in the Classroom
26:00 Application Across Subjects and Levels
29:00 Challenges and Insights in Creating One-Pagers
35:00 Advice for Teachers and Educators
39:00 Final Thoughts and Future Directions
*Timestamps are approximate, rounded to nearest minute
In this episode, Susan Lambert talks with Kelly Butler and Margaret Goldberg about their experiences and insights into improving reading instruction, particularly in Mississippi and California. Kelly discusses her work with the Barksdale Reading Institute, its impact on reading education, and the importance of coaching and structured literacy. Margaret shares her experiences as a coach in California, the challenges of teacher training, and the importance of having a clear and effective literacy plan that includes acquiring high quality data and using it to inform all your strategies. Both guests emphasize the need for systemic change and the role of community involvement in educational success.
Show Notes
Quotes
“The laws are telling us that time's up. We need to get this job done. The good news is we know how to do it. We just need to get it done everywhere.” —Kelly Butler
“My role is more to help people make sense of information that is much more widely available, and help them understand how it applies to the work that we're doing. Whereas before, I felt like I was trying to alert people to the existence of research that had been kept out of reach.” —Margaret Goldberg
Episode Timestamps*
03:00 Introduction: Who are Kelly Butler and Margaret Goldberg?
11:00 Challenges in Teacher Preparation
19:00 Effective Coaching Models
28:00 Margaret's Journey into Coaching
29:00 Collaborative Learning and Best Practices
30:00 Challenges and Solutions in Coaching
35:00 The Impact of Legislation on Coaching
36:00 Reflections on Coaching and Curriculum
48:00 Future Visions and Final Thoughts
*Timestamps are approximate, rounded to nearest minute
The podcast currently has 146 episodes available.
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