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

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!