The Dyslexia Duo Podcast

The Dyslexia Duo: Executive Function and Dyslexia - Putting Thinking on the Table with Dr. Kelly Cartwright

 

Melissa Dean and Aimee Rodenroth of the Dyslexia Duo interview Dr. Kelly Cartwright (UNC Charlotte) about how executive functions—working memory, inhibition, and cognitive flexibility—emerge within reading and help manage decoding, meaning-making, and comprehension. Dr. Cartwright explains why some dysfluent readers still comprehend, how weak executive skills can hinder retelling, summarization, and inference, and how “putting thinking on the table” with concrete scaffolds (manipulatives, story maps, inference maps, text-structure organizers, SRSD-style mnemonics) can reduce cognitive load and improve regulation of reading processes across subjects. They discuss dyslexia/ADHD differences, early identification of comprehension problems (including developmental language disorder), the need to teach decoding and comprehension in parallel, the value of connecting spelling-sound-meaning, concerns about fewer whole books and screen-driven attention, and secondary needs such as multisyllabic decoding and morphology. Cartwright shares READ Lab research on bridging processes and mentions a forthcoming educator toolkit.

 

00:48 Introducing Dr Cartwright

02:40 Executive Function Basics

05:49 Fluency vs Comprehension

09:20 Cognitive Flexibility in Reading

13:28 Tools and Resources

18:43 Retelling and Inference Scaffolds

24:00 Dyslexia ADHD Differences

27:16 Early Comprehension Instruction

34:09 Classroom Strategy Integration

36:55 Whole Books Decline

39:28 Anxiety and Motivation

41:35 Screens and Attention

44:17 Secondary Dyslexia Needs

47:28 Teacher Prep Myths

49:41 Parents Comprehension Tips

52:52 Building Background Knowledge

56:57 READ Lab Research

01:01:14 Lightning Round Wrap

The Dyslexia Duo: Dr. Maria Murray on The Reading League, the Science of Reading, and Dyslexia as an Equity Issue

 

On the Dyslexia Duo podcast, hosts Melissa Dean and Aimee Rodenroth interview Dr. Maria Murray, founder and CEO of The Reading League, about its origins in 2015 and its growth to 46 state chapters (including DC) with a goal of reaching all states by year’s end.

 

Dr. Murray explains the science of reading as a vast, interdisciplinary body of scientifically based reading research and clarifies common misconceptions about dyslexia and ineffective approaches that waste time. She highlights The Reading League’s free “Science of Reading: Defining Guide” (also in Spanish and French), the organization’s resources (newsletter, Compass for families, journal, vetted shop, conferences, virtual courses on understanding and assessing dyslexia, and school/district professional learning), and argues literacy is a fundamental human right and civil rights issue tied to equity, poverty, and life outcomes. She emphasizes that most people who can’t read haven’t been taught and calls for better teacher preparation, implementation support, and broader public understanding.

 

00:42 Introducing Dr. Maria Murray

03:17 Building the Reading League

05:45 How Chapters and Membership Work

09:16 What Science of Reading Means

11:39 Dyslexia Myths and Misconceptions

15:48 Literacy as Equity and Public Health

24:49 Why Kids Aren’t Taught to Read

31:24 What Counts as Reading Science

34:46 TRL Resources for Dyslexia Families

37:14 Parent Compass and Chapters

37:48 Explicit Reading Instruction

40:08 Teacher Training and Coaching

42:21 Dyslexia Courses and Assessment

43:52 Literacy as Civil Rights

47:44 Beyond Test Scores

50:32 Finding Support and Resources

52:42 Research Stories and TRL Origins

56:53 Growing National Networks

59:53 Love of Reading Story

01:02:36 Final Advice and Policy

01:06:26 Rapid Fire and Wrap Up

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

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

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

The Dyslexia Duo: Dr. Pam Kastner on Structured Literacy, the Instructional Hierarchy, and the Role of Syntax in Reading

 

Melissa Dean and Aimee Rodenroth of the Dyslexia Duo interview Dr. Pam Kastner, a longtime educator and former Pennsylvania state literacy lead, about her career and why she shifted from balanced literacy and whole language approaches to structured literacy after seeing students struggle and having a dyslexic granddaughter. Dr. Kastner contrasts structured literacy’s direct, explicit, systematic instruction with assumptions in balanced literacy, explaining the instructional hierarchy (acquisition, building fluency, generalization, adaptation), the need for accuracy first, immediate corrective feedback, many opportunities to respond, and avoiding hand-raising as a comprehension check. She discusses syntax as a key but underemphasized component of language that supports comprehension and writing, and stresses oral language development through rich vocabulary and complete sentences. She calls for stronger teacher preparation, leadership, and system-level support, and encourages parents that dyslexic children can learn to read and it is not the child’s fault.

 

00:44 Meet Dr. Pam Kastner

01:47 Career Journey in Education

05:12 Family and Purpose

07:30 Origin Story in Literacy

13:01 Why Structured Literacy

15:02 Instructional Hierarchy Explained

19:26 Accuracy and Errorless Learning

27:03 Data Driven Teaching

36:25 Dyslexia Services Promo

37:25 Why Syntax Matters

38:14 Legacy of William Van Cleve

38:57 Teaching Syntax Early

42:42 Oral Language to Literacy

43:08 Robust Vocabulary in Class

47:10 30 Million Words Initiative

50:23 Fixing Teacher Preparation

56:54 Message to Dyslexic Families

01:01:44 Lightning Round Q&A

The Dyslexia Duo:  Inside Ireland’s Right to Read Conference: Building a Global Movement for Dyslexia and Literacy

 

The Dyslexia Duo hosts, Melissa Dean and Aimee Rodenroth, interview Deirdre “Dee” O’Toole, chairperson of Right to Read Ireland and organizer of Ireland’s inaugural Right to Read Conference, along with U.S. literacy advocates Missy Purcell and Elise Lovejoy. Dee describes moving from primary teaching into literacy research, beginning a PhD, and leading a team of nine to plan a March conference for 400 attendees that sold out in 90 minutes with a 300+ waiting list. The guests discuss why the event felt uniquely mission-driven and practitioner-focused, the value of global collaboration for dyslexia and literacy, Ireland’s bilingual English/Irish context, and gaps affecting disadvantaged and dyslexic learners despite high national reading scores. They highlight advocacy strategies, teacher autonomy and hunger for evidence-based learning, concerns about U.S. implementation barriers, and plans for a larger, possibly expanded conference next year.

 

00:50 Meet Dee and Right to Read

02:41 Conference Growth Story

03:42 Meet Missy Purcell, the Advocate

05:03 Meet Elise Lovejoy of Express Readers

06:34 Why the Conference Felt Different

09:18 Global Dyslexia Collaboration

12:26 Advocacy Steps for Change

19:00 Ireland Literacy Reality Check

22:24 Inside the Conference Lineup

28:15 Decodables Go International

39:59 Conference Design Takeaways

41:49 Bilingual Dyslexia Testing

42:43 Irish Reading Challenges

43:35 Etymology Rabbit Holes

44:27 Dysgraphia and Dyscalculia

46:06 Second Language Anxiety

47:50 Morphology and Latin

51:24 Teacher Support Strategies

56:57 Funding and Teacher Pay

01:01:03 Next Year Conference Plans

01:03:52 Where to Find Them

01:05:23 Accents and Ireland Stories

01:10:14 Lightning Round Wrap Up