Dr. Margaret Vaughn and Dr. Seth Parsons join us to discuss their recent book “Accelerating Learning Recovery for All Students: Core Principles for Getting Literacy Growth Back on Track.” We discuss a range of topics including schoolwide action teams, MTSS, partnering with communities, and much more. I always learn a great deal from these two scholars, this is an episode you won’t want to miss!

Reference:

Vaughn, M., & Parsons, S. A. (2023). Accelerating Learning Recovery for All Students: Core Principles for Getting Literacy Growth Back on Track. Guilford Publications: New York, NY.

Welcome to a new school year! I hope your summer was fantastic. In this episode I share what I’ve been up to, a bit of history about the podcast, and where the show is going. Be sure to check it out!

Dr. Young-Suk Grace Kim joins us on this episode to discuss the Direct and Indirect Effects Model of Reading (DIER). DIER builds on and adds to other models of reading (i.e., SVR or Scarborough’s Rope). It encompasses a wide range of factors, including morphological awareness, text reading fluency, and higher-order cognitions, all integrated into a single framework. Additionally, the DIER model sheds light on the interrelations among these component skills, emphasizing hierarchical, interactive, and dynamic relationships. There is a lot to unpack in this episode and plenty of implications for instruction and assessment.

Dr. Kim is a professor and senior associate Dean at the school of education, University of California at Irvine

Link to DIER model to follow along: https://www.researchgate.net/figure/The-direct-and-indirect-effects-model-of-reading-DIER-Y-S-G-Kim-2020a-2020b_fig1_369830051

Reference:

Kim, Y.S. (2023). Simplicity meets complexity expanding the simple view of reading with the direct and indirect effects model of reading. In S.Q. Cabell, S.B. Neuman, & N.P. Terry (Eds.), Handbook on the Science of Early Literacy. Guilford.

In this episode of TLP, I am thrilled to have Dr. Shayne Piasta on the show. Dr. Piasta is a listener-favorite from Episode 37 and is joining us to discuss alphabet instruction. Our conversation comes from an excellent chapter she wrote in the newly-released Handbook on the Science of Early Literacy (Cabell et al., 2023). If you enjoyed her insights from Episode 37 on early literacy, you won’t want to miss this interview.

Dr. Piasta is is Professor of Reading and Literacy in Early and Middle Childhood in the Department of Teaching and Learning at The Ohio State University

Link to the Handbook on the Science of Early Literacy: https://www.guilford.com/books/Handbook-on-the-Science-of-Early-Literacy/Cabell-Neuman-Terry/9781462551545

Reference

Piasta, S.B. (2023). The science of early alphabet instruction: What we do and do not know. In S.Q. Cabell, S.B. Neuman, & N.P. Terry (Eds.), Handbook on the Science of Early Literacy. Guilford.

Welcome to the show!

In March 2022, the IES released a practice guide for teachers entitled “Providing Reading Interventions for Students in Grades 4-9” In this episode, I interview four of the panelists who wrote this guide–Dr. Deborah Reed, Dr. Jade Wexler, Dr. Kimberly St. Martin, and Dr. Joe Dimino.

This episode is jam-packed of takeaways for your classroom and make sure to check out the guide, available in the show notes.

Link to IES Practice Guide: https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf

Link to other IES Practice Guides: https://ies.ed.gov/ncee/wwc/Search/Products

Thanks for a great 2022! Looking forward to TLP in 2023! In this episode, I talk about alignment between preschool writing standards and early elementary writing standards in state that adopted the Common Core. My guest is Laura Tortorelli who is an assistant professor in the Department of Teacher Education at Michigan State University.

Highlights include insight into how preschool are early writing standards are organized, what practices these standards emphasize, and what it all means for instruction.

Reference:

Tortorelli, L. S., Gerde, H. K., Rohloff, R., & Bingham, G. E. (2022). Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era. Reading Research Quarterly, 57(2), 729–752. https://doi.org/10.1002/rrq.436

Welcome to another episode of TLP! This is a fantastic episode where Dr. Danielle Colenbrander breaks down for us irregular words and what we know about these words from research.

Dr. Colenbrander is a post-doctoral research fellow at Macquarie University and the lead author of two recent articles we discuss in the episode.

A big thanks to my new co-producer, Patrick Wells who helped make this episode possible.

If you find value in the show we would appreciate a donation to keep things running. You can find TLP on the business side of Venmo @teachlitpodcast or there is a secure link on teachingliteracypodcast.com where you can donate securely.

References:

Colenbrander, D., Kohnen, S., Beyersmann, E., Robidoux, S., Wegener, S., Arrow, T., Nation, K., & Castles, A. (2022). Teaching Children to Read Irregular Words: A Comparison of Three Instructional Methods. Scientific Studies of Reading, 26(6), 545–564. https://doi.org/10.1080/10888438.2022.2077653

Colenbrander, D., Wang, H.-C., Arrow, T., & Castles, A. (2020). Teaching irregular words: What we know, what we don-t know, and where we can go from here. The Educational and Developmental Psychologist, 37(2), 97–104. https://doi.org/10.1017/edp.2020.11

This is a great interview that covers a lot of ground. We discuss teacher content/pedagogical knowledge, phonological awareness instruction, and phonics instruction, why it all matters, and what it means for instruction. My guests are Dr. Shayne Piasta from the Ohio State University and Dr. Alida Hudson from Texas A&M University

A big thanks to my new co-producer, Patrick Wells who helped make this episode possible.

If you find value in the show we would appreciate a donation to keep things running. You can find TLP on the business side of Venmo @teachlitpodcast or there is a secure link on teachingliteracypodcast.com where you can donate securely.

Welcome to a new school year! This is a fantastic interview to kick things off. In this episode I am talking with Dr. Courtney Hattan and Dr. Sarah Lupo about knowledge, what it means for reading comprehension, and how to think about leveraging knowledge in the classroom.

I am also excited to announce that there is a new co-producer with me on TLP. His name is Patrick Wells and he is a first year first grade teacher. He will be helping with the editing and production of the show.

If you find value in the show we would appreciate a donation to keep things running. You can find TLP on the business side of Venmo @teachlitpodcast or there is a secure link on teachingliteracypodcast.com where you can donate securely.

Link to the 2002 RAND Report: https://www.rand.org/pubs/monograph_reports/MR1465.html

Reference:

Hattan, C., & Lupo, S. M. (2020). Rethinking the Role of Knowledge in the Literacy Classroom. Reading Research Quarterly, 55(S1), S283–S298. https://doi.org/10.1002/rrq.350

Welcome to this episode of TLP! My guest is Dr. Kathleen Brown who directs the reading clinic in the college of education at the University of Utah. Her work focuses on beginning reading instruction, word recognition, instruction, comprehension, instruction, intervention models for at-risk and struggling readers, and teacher professional development in reading instruction and intervention.

Dr. Brown and her colleagues recently reviewed the two most popular Phonological Awareness materials used in Utah’s Kindergartens. The team then compared those curricula with current research consensus. It is a fascinating conversation with plenty of take-aways for your classroom.

Reference:

Brown, K. J., Patrick, K. C., Fields, M. K., & Craig, G. T. (2021). Phonological Awareness Materials in Utah Kindergartens: A Case Study in the Science of Reading. Reading Research Quarterly, 56(S1), S249–S272. https://doi.org/10.1002/rrq.386