The most played episodes among Podcast App listeners.

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   Number 1: Listen Again: Dr. Brennan Chandler

   The Dyslexia Duo: Bridging Research and Practice in Dyslexia - Intensive Intervention, Spelling, and Data-Based Individualization (with Dr. Brennan Chandler) Melissa Dean and Aimee Rodenroth of the Dyslexia Duo interview Dr. Brennan Chandler, assistant professor of dyslexia at Georgia State University, about his path from classroom teaching to researching intensive reading interventions and training educators. Dr. Chandler emphasizes bridging research and classroom practice through explicit instruction in language structure (phonology, orthography, morphology, syntax), stronger attention to writing and spelling, and empowering teachers to use data for decision-making. He highlights misconceptions that older struggling readers only need more K–2 phonics and that accommodations alone replace remediation, arguing adolescents need qualitatively different instruction including flexible vowel “flexing,” morphology, and connected “stretch” text practice. He explains diagnostic versus progress-monitoring data, outlines data-based individualization to intensify validated interventions, shares research showing spelling supports durable learning, and describes developing an open-source grades 1–3 spelling intervention, Spell Squad. 00:36 Introducing Dr Chandler 01:41 From Classroom to Research 04:19 Why Spelling Matters 04:57 Rethinking Teacher Training 08:45 Bridging Research and Practice 12:21 Misconceptions About Dyslexia 15:58 Older Students Need Different 19:05 Flexing Vowels Strategy 22:00 Morphology and Stretch Text 28:13 Spelling Research Deep Dive 33:02 Spelling Beats Reading Practice 36:44 Spelling Builds Memory 37:24 Handwriting and Gamified Practice 40:29 DBI for Non Responders 46:54 What Data to Collect 50:26 Adolescent Assessment Focus 53:20 Fixing Teacher Prep 59:53 Key Takeaways for All 01:02:25 Spell Squad Preview 01:04:57 Lightning Round and Farewell

   May 23, 2026·1h 10min
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   Number 2: Dyslexia Duo Podcast Episode 89 - Dr. Elizabeth Norton

   The Dyslexia Duo: Early Identification, RAN, and Mental Health - Dr. Elizabeth Norton on the Science and Policy of Dyslexia The Dyslexia Duo hosts Melissa Dean and Aimee Rodenroth interview Dr. Elizabeth Norton, a Northwestern University associate professor who studies reading development, dyslexia, early identification, and brain-based factors that make reading difficult. Dr. Norton describes how her childhood love of reading, early curiosity about peers who struggled, college research, and teaching at Landmark School led her to focus on identifying precursors of reading difficulties and improving early intervention. She defines dyslexia as an unexpected difficulty learning to read and discusses the newer IDA definition as more multifactorial, including links between language and reading, psychological well-being, and the importance of early identification. The conversation covers challenges translating research into policy (e.g., uneven screening guidance), limits of improving rapid automatized naming (RAN) and working memory, intervention goals and trade-offs, co-occurrence with ADHD, possible anxiety/depression risk, effects of prematurity, and large-scale longitudinal research including HBCD. 00:42 Meet Elizabeth Norton 02:06 Why Dr. Norton Studies Reading 07:16 Defining Dyslexia Today 09:45 New IDA Definition Highlights 12:22 Policy and Screening Gaps 16:38 What Happens After Screening 23:30 RAN and Automaticity Explained 27:41 When Progress Plateaus 36:14 Dyslexia and Mental Health 43:32 Micro Triggers and Stress 45:05 Prematurity and Brain Setup 50:41 Language in Utero Signals 53:56 Responding to Risk Flags 56:23 Research Surprises and Complexity 59:56 Early Intervention Reality Check 01:03:45 Hope and Next Tools 01:06:49 Naturalistic EEG and HBCD Study 01:16:08 Lightning Round and Farewell

   May 16, 2026·1h 22min
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   Number 3: Listen Again: Dr. Jan Wasowicz

   The Dyslexia Duo: Dr. Jan Wasowicz on Dyslexia, Developmental Language Disorder, and the Language Literacy Network Melissa Dean and Amy Rodenroth of the Dyslexia Duo interview Dr. Jan Wasowicz, an ASHA-certified speech-language pathologist and literacy specialist with 40+ years of experience, inventor of Ear Aerobics, and creator of Spell Links and the SpellTalk listserv. Dr. Wasowicz explains the quadrant model distinguishing typical learners, dyslexia (word-level decoding/encoding weaknesses), developmental language disorder (spoken-language weaknesses affecting comprehension and writing), and a mixed profile, noting that about half of people with dyslexia also have DLD and discussing screening tools such as the TILS. She introduces her Language Literacy Network as an updated, research-based alternative to the Reading Rope that integrates reading and writing, morphology, pragmatics, and sight recognition as a byproduct of decoding/encoding. The conversation covers integrating phonology, orthography, and meaning, supporting spelling instruction, prosody as an outcome of underlying skills, parent reinforcement strategies, cautious use of AI for creating pattern-loaded materials, and vetted research resources and communities. 00:00 Meet Dr Jan Wasowicz 01:44 Credentials and Work 05:35 Spell Talk and Sites 07:06 From SLP to Literacy 09:15 Quadrant Model Dyslexia 12:45 DLD Screening Tools 17:15 Private Practice Patterns 21:05 Aerobics Origin Story 26:40 Hyperlexia and Pragmatics 30:23 Language Literacy Network 38:20 Pragmatics After COVID 41:19 Education Changes 42:09 Science of Reading Shift 43:04 Capital vs Lowercase SOR 45:35 Comprehension Beyond Phonics 49:55 Phonology Meets Orthography 52:13 Sounds Letters Meaning Glue 53:04 Teaching Word Meanings 57:29 Spelling Instruction Comeback 59:49 Spelling Approach to Reading 01:06:36 Prosody as an Outcome 01:09:09 Prosodic Competence and Stress 01:16:10 Helping Parents Reinforce 01:17:30 Read Aloud Coaching 01:18:58 Link Sounds to Writing 01:19:24 Family Time Matters 01:20:00 AI Tools Caution 01:20:52 ChatGPT Pattern Passages 01:24:26 Vetted Research Sources 01:26:42 PeaceNEX Inspirations 01:29:58 Lunch and Lit Learning 01:37:50 One Wish for Students 01:41:08 Closing Thanks and Credits

   May 09, 2026·1h 46min
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   Number 4: Dyslexia Duo Podcast Episode 83 - Dr. Maryanne Wolf

   The Dyslexia Duo: Maryanne Wolf on the Reading Brain, Deep Reading, and Digital Wisdom Hosts Melissa Dean and Aimee Rodenroth interview developmental cognitive neuroscientist Maryanne Wolf, director of the Center for Dyslexia, Diverse Learners and Social Justice, about how reading is an invented, plastic brain circuit shaped by environment and medium. Wolf argues screens encourage skimming and reduced focus, contributing to a decline in sustained book reading among students, and describes retraining deep reading through print habits. She stresses the importance of reading aloud to young children, including by dyslexic or bilingual parents, to build language, cognition, and positive emotional associations with books. Wolf outlines core reading-brain components using the acronym POSSUM (phonology, orthography, semantics, syntax, morphology) and says multi-component instruction outperforms phonics-only approaches. She discusses dyslexia indicators including phonological awareness, rapid automatized naming, and orthographic factors, urges expansive science-of-reading practices, calls for research on wise AI/technology use and deep reading, and highlights evidence linking music—especially rhythm—to reading gains. 00:00 Meet Dyslexia Duo 01:29 Introducing Maryanne Wolf 04:59 Deep Reading Matters 06:37 Screens Change Reading 09:47 Losing Focus and Retraining 14:07 Reading Aloud to Kids 16:57 Dyslexic Parents Can Read 20:39 Schools and EdTech Debate 26:42 Sponsor Break 28:23 Possum Reading Brain Model 33:31 Research Proof and Ravo 36:17 Targeted Strengths Approach 38:12 Reading Wars Elbow Room 43:04 Dyslexia Signs and Screeners 44:08 Three Key Dyslexia Markers 51:19 Future Research Priorities 54:10 Music Rhythm and Reading 56:45 Message to Struggling Families 01:01:35 Lightning Round and Farewell

   February 28, 2026·1h 6min
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   Number 5: Dyslexia Duo Podcast Episode 82 - Dr. Pete Bowers

   The Dyslexia Duo: Pete Bowers on Structured Word Inquiry: Making English Spelling Make Sense for Dyslexic Learners Melissa Dean and Aimee Rodenroth of the Dyslexia Duo podcast interview Pete Bowers, a former grades 3–6 teacher who began using Real Spelling in 2001 and later developed work in Structured Word Inquiry (SWI) through graduate study with John Kirby in Kingston, Ontario. Bowers describes his own history as a slow reader and poor speller and explains how SWI transformed his understanding by teaching English orthography as an ordered system that links spelling with meaning and pronunciation, rather than relying on memorization or syllabification strategies that can be misleading and shame-inducing for struggling students. Using examples such as “real/really/reality,” “act/actor/acting/action,” and “maybe” as “may + be,” he argues that many spelling questions cannot be solved through phonology alone and that word matrices and word sums provide essential “combinatorial guardrails” and enable falsification of common misconceptions such as the “TION suffix” and a “ti digraph” in words like “action” and “question.” He discusses statistical learning, orthographic memory challenges associated with dyslexia, loanwords (e.g., French spellings), and how spelling-meaning correspondences can relieve shame and improve motivation. Bowers recommends beginning accurate orthographic concepts early (including with kindergarten), using techniques like spelling out orthography and word-family inquiry to build automatic, integrated representations of spelling, meaning, and pronunciation. The episode concludes with resources from Dr. Bowers (websites, YouTube, TEDx talk, courses, and a free weekly SWI digital drop-in) and guidance on integrating SWI with existing structured literacy/Orton-Gillingham programs by adding explanations that reflect how the writing system works. 00:42 Meet Pete Bowers: from struggling speller to Structured Word Inquiry 03:07 Reading vs spelling: why production is harder than recognition 04:17 The “really” breakthrough: matrices, word sums, and ending spelling shame 11:50 Loanwords & orthographic memory: why “exceptions” aren’t really exceptions 18:36 SWI isn’t just morphology: teaching the full orthography system 21:56 Statistical learning, attention, and the myth of the “TION suffix” 29:20 Hands-on demo: ACT → actor/acting/action (falsifying the “ti” digraph) 36:19 Combinatorial guardrails: graphemes, morphemes, and why T can say /sh/ 50:57 When to start SWI: building an accurate schema from the very beginning 56:44 Classroom-friendly decodables: Tumbleweed’s distraction-free design 57:04 Sponsor spotlight: Discovery Dyslexia Services therapy, evaluations & advocacy 58:04 From “replay” to word meaning: spotlighting morphemes, suffixes & etymology 01:00:49 The “Play” word-family game: tapping graphemes and building a base 01:08:04 Homophones aren’t “crazy”: why meaning drives spelling consistency 01:09:44 Why two cues aren’t enough: triangulating spelling with meaning (and the “maybe” story) 01:14:05 When to teach word origins: Wonder Wall questions & the calculus analogy 01:17:40 Live word investigation: breaking down CONVENIENCE with connecting vowel letters 01:28:18 Teacher takeaways: schema shift, does/do, and SWI resources to keep learning 01:37:44 Integrating SWI with OG programs: “spell it out” to trigger self-correction 01:43:45 Final challenge: EXORBITANT, orbit as the base, and ending shame in learning 01:50:32 Wrap-up

   February 21, 2026·1h 52min
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