Welcome to this episode of TLP! My guest is Dr. Devin Kearns, who is an Associate Professor of Special Education in the department of Educational Psychology at the University of Connecticut. Dr. Kearns’s research focuses on reading disability, including dyslexia and school-aged children with an emphasis on linking educational practice to cognitive science.

In this episode we discuss helping students read long words. Our discussion includes polysyllabic and polymorphemic discussion, as well as tradeoffs between those two modes of instruction.

Here are the two long words we discuss at ~21:42

pseudopseudohypoparathyroidism (30 letters, 12 syllables, 6 morphemes)

humuhumunukunukuapuaa (21 letters, 12 syllables, 1 morpheme; state fish of Hawaii)

Link to Dr. Kearn’s excellent teacher-friendly website: https://www.devinkearns.org/teachers

Link to Phinder (super cool!): https://www.devinkearns.org/phinder

Reference:

Kearns, D. M., & Whaley, V. M. (2019). Helping Students With Dyslexia Read Long Words: Using Syllables and Morphemes. TEACHING Exceptional Children, 51(3), 212–225. https://doi.org/10.1177/0040059918810010

In this episode I interview Dr. Louise Spear-Swerling about her new book Structured Literacy Interventions: Teaching Students With Reading Difficulties Grades K-6.
Dr. Louise Spear-Swerling is a professor emerita in the department of special education at Southern Connecticut State University. Her research interests have focused on reading development, literacy difficulties, and how teacher knowledge connects to reading instruction.
This is an excellent interview with lots of great takeaways for your classroom.

Maybe you have bought materials from Teachers Pay Teachers to use in your classroom. Or maybe you borrowed curriculum from another teacher that you used to supplement your instruction in the classroom. This is supplemental curriculum at work and my guest today has some interesting findings about this phenomenon.
His name is Daniel Silver and he is a 4th year PhD student at USC. In this episode we talk about how things like the Common Core, social media, and COVID have all influenced the use of supplemental curriculum.
This is a great episode with plenty of takeaways for thinking about how to supplement curriculum in the classroom. If you are interested in reading the paper or getting in contact with Daniel Silver he leaves his contact information near the end of our interview.

Reference:
Silver, D. (2021). A Theoretical Framework for Studying Teachers’ Curriculum Supplementation. Review of Educational Research, 00346543211063930. https://doi.org/10.3102/00346543211063930

Today’s guest is a returning guest. I’m very excited to re-interview on the show, Dr. Margaret Vaughn. Dr. Vaughn is an associate professor in the College of Education at Washington State University.

Dr. Vaughn recently completed a systematic review of teacher visioning in a systematic review, which forms the basis of our conversation today.

I would also highly recommend checking out Dr. Vaughn’s previous episodes as well as her recent books.

TLP Episodes with Dr. Vaughn

Episode 8 Adaptive Literacy Teaching

Episode 9 Student Agency in Literacy

Recent Books by Dr. Vaughn

Student Agency in the Classroom: Honoring Student Voice in the Curriculum

Teaching with Children’s Literature: Theory to Practice

Recent Special Issue on Teacher Visioning in the Peabody Journal of Education: https://www.tandfonline.com/doi/full/10.1080/0161956X.2021.1980317

Reference:

Vaughn, M., Wall, A., Scales, R. Q., Parsons, S. A., & Sotirovska, V. (2021). Teacher visioning: A systematic review of the literature. Teaching and Teacher Education, 108, 103502. https://doi.org/10.1016/j.tate.2021.103502

Welcome to a new year! In this episode I invited Dr. Zoi Philippakos associate professor in the College of Education at the University of Knoxville, Tennessee to discuss her recent book Developing Strategic Young Writers Through Genre Instruction Resouces for Grades K-2.

It’s a great book, she also has a related book for 3-5 that I highly recommend checking out as well.

Enjoy the episode!

2021 was fantastic! Looking forward to a great year of literacy in 2022!

I’m very excited about today’s episode today. My guest is Dr. Dan Reynolds, he is an assistant professor of English and literacy education at John Carroll university. He does a lot of work with scaffolding texts and, helping support students in complex texts. But today we’re talking specifically about updated recommendations for adolescent literacy. In 2008, the Institute of education sciences released a guide for teaching adolescents grade 4-12.

Link to 2008 IES Practice Guide for Adolescent Literacy: https://ies.ed.gov/ncee/wwc/practiceguide/8

Dr. Reynold’s article highlighting important updates: https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1176

References:

Kamil, M.L., Borman, G.D., Dole, J., Kral, C.C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices. IES Practice Guide. NCEE 2008-4027. National Center for Education Evaluation and Regional Assistance.

Reynolds, D. (2021). Updating Practice Recommendations: Taking Stock of 12 Years of Adolescent Literacy Research. Journal of Adolescent & Adult Literacy, 65(1), 37– 46. https://doi.org/10.1002/jaal.1176

Identifying text structure is an important element of the Common Core State Standards, but what does research say about what it is and how it should be taught?

Dr. John Z. Strong is back on the show today to talk about these questions. He developed and investigated an intervention called ‘Read STOP Write’ to support students knowledge and use of text structures in complex text.

Dr. Strong is an Assistant Professor in the Department of Learning and Instruction in the Graduate School of Education at the University at Buffalo. 

His dissertation is open-access, you can find it at the link below. Also, materials for Read STOP Write can be found at readstopwrite.com

https://udspace.udel.edu/handle/19716/24997

Thank you for your continued support with the podcast!

My goal is to publish two episodes a month, I would love some help to make that happen.

Two things I am looking for:

#1 Someone willing to help me with backend work. This includes audio editing, uploading, and show notes. I can show you how!

#2 Donations. I would love some $$$ to pay the person doing #1. I am also looking for money to help with some technology upgrades and even to offer a small honorarium to the folks that interview on the show.

If you are interested in donating:

Venmo: @teachlitpodcast (you must switch the ‘business tab in venmo)

Paypal: Go to the website- teachingliteracypodcast.com, click on ‘About Your Host’, and there is a link for Paypal.

Suggested donation is $5. Thank you!

If you are interested in item #1 or #2 feel free to email me at [email protected]

Thank you for your continued support! I love what I do with the podcast and am astounded with the continued growth of the show. I look forward to providing you more episodes!

-Jake

As educators, we are constantly trying to hone our craft. However, what types of knowledge do teachers need to develop further expertise, and how do we gain that knowledge?

My guests on this episode co-wrote a chapter in the recent book, “Principles of Effective Literacy Instruction” (see E 24) that tackles that very subject. Their chapter is entitled “Teachers as Lifelong Learners,” and was one of my favorites in the whole book.

Dr. Aimee Morewood is a professor of Literacy Education in the College of Education and Human Services at West Virginia University and Dr. Julie Ankrum is a professor of Literacy in th eCollege of Education and Communications at Indiana University of Pennsylvania.

I had a fantastic time talking with Dr. Morewood and Dr. Ankrum. This episode is full of takeaways for you how you can continue you can continue your lifelong learning in the classroom.