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New Curriculum, Same Scores: Did Your District Just Waste Millions?
with Dr. Shawn Datchuk | October 11, 2026

▶️ Watch on YouTube: https://youtu.be/Ue4vljZJNfw

Districts are spending millions on shiny new reading programs. So why are so many scores stuck?

Shawn Datchuk, professor of special education at the University of Iowa and former director of the Iowa Reading Research Center, helps schools choose reading materials. Teachers keep asking him the same question: will any of these actually help my kids learn to read? His honest answer may surprise you.

Our promise: In under 30 minutes, you'll stop guessing about your reading program and start knowing what to look for, what to question, and what to do on Monday.

You'll walk away knowing:

• Why "state-approved" doesn't mean "proven to work"
• How to read EdReports and The Reading League reviews like an expert
• Why scores often dip in year one, and when to worry
• The questions to ask before your district signs the next contract
• How to get results from the program you already have

Whether your school just adopted a new curriculum or is about to, this episode saves you time, money, and frustration.

📖 Read the article: "New Reading Textbooks, Same Problem: Why Children's Reading Scores in the US Aren't Rising" by Shawn M. Datchuk, The Conversation (April 2026)
https://doi.org/10.64628/AAI.cmaeawstq

No hype. No sales pitch. Just the research and what it means for your kids.

Real Teachers. Unbiased. Unafraid.

📩 [email protected]
🎧 This episode is brought to you by Decodify. Listeners get an exclusive 5% off. Link in the show notes.

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Ep.175

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Ep.174

The How: Building Knowledge That Makes Readers Stronger (with Daniel Willingham)

Hey, no BS besties. Decoding gets kids in the door, but it doesn't carry them through a text. Comprehension depends on what readers already know about the world, and that knowledge doesn't build itself.

In this episode, I'm joined by Daniel Willingham, cognitive psychologist at the University of Virginia and author of The Reading Mind and Why Don't Students Like School? Last time we dug into the research behind why knowledge matters so much for reading. Today is all about the how: what building knowledge actually looks like in a real classroom, with real kids and real time limits.

In this episode:

• Why strong decoders can still struggle to understand what they read
• How background knowledge shapes comprehension
• What knowledge building looks like in daily instruction
• How to connect texts and topics so learning sticks
• Where teachers can start tomorrow without overhauling everything

Go deeper: Willingham's article "Rediscovering Knowledge as the Key to Reading" in Education Next (2026): https://www.educationnext.org/rediscovering-knowledge-as-the-key-to-reading/

This episode is sponsored by Decodify. Unlock the code. Own the word. The Literacy View listeners get an exclusive 5% off. Learn more at decodifylearning.com

Listen and watch: Apple Podcasts, Spotify, YouTube, and Amazon Music

Connect with The Literacy View: Email: [email protected] Join our Facebook community of educators talking evidence-based literacyhttps://www.facebook.com/share/g/1HsQFCCp4R/?mibextid=wwXIfr

The Literacy View. Real Teachers. Unbiased. Unafraid.

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Decodify is a supplemental, structured literacy toolkit that allows for reading practice in an engaging, purposeful, and educational format. It helps students unlock the code and own the word. For an exclusive 5 % discount on your decodify purchase  email [email protected]

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Rediscovering Knowledge as the Key to Reading with Daniel Willingham: The Why

Ep.173

Value

For years, comprehension instruction leaned almost entirely on skills and strategies. Strategies have a place, but they can't do the heavy lifting alone. In this episode, I sit down with cognitive scientist Daniel Willingham to dig into the why behind "Rediscovering Knowledge as the Key to Reading," the Education Next article he wrote with E. D. Hirsch Jr. We talk about why kids can decode every word and still not understand a text, why writers leave information out on purpose, and why background knowledge is what fills those gaps. You'll learn where strategies fit, why "they can just look it up" doesn't hold up, and how a knowledge-rich curriculum strengthens learning in every subject, especially for students with the fewest chances to build knowledge outside of school.

Promise

By the end of this episode, you'll see how knowledge and strategies work together, and why knowledge has to lead. You'll know exactly how to explain this to your colleagues, your principal, and your families, backed by what the research actually says. You'll look at your curriculum, your text sets, and your lessons with sharper eyes and know what to keep, what to question, and what to build. No fluff. No BS. Just clarity you can use right away.

Article Discussed: Rediscovering Knowledge as the Key to Reading, Education Next https://www.educationnext.org/rediscovering-knowledge-as-the-key-to-reading/

Watch on YouTube: https://youtu.be/AK878LA0i3g

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Ep.172

Value

Spelling often gets squeezed out of the literacy block, treated as a Friday list test or handed off to spell-check. In this episode, I'm joined by Sean Morrisey, fifth grade teacher, former school psychologist, and creator of The Word Mapping Project, to break down Timothy Shanahan's article on the essential fundamentals of spelling instruction. The article pulls together advice from five leading word experts: Donald Bear, Peter Bowers, Richard Gentry, Steve Graham, and Louisa Moats. Research is clear that explicit spelling instruction improves spelling, reading, and writing. Sean and I dig into what that instruction should actually look like: teaching the patterns and principles behind the words, the complexity of English spelling, the connection between spelling and meaning, and how spelling fits into daily word study and writing.

Promise

By the end of this episode, you will know what to look for in a spelling program and what to change in your current practice. You will walk away understanding why memorizing weekly word lists falls short, how to build a stronger word list that teaches a real principle (including exceptions), how to connect spelling to phonics, morphology, vocabulary, and student writing, and how to keep spelling engaging without losing rigor. Whether you are a classroom teacher, coach, or school leader choosing curriculum, you will have clear, research-based guidance you can use right away.

Article discussed:https://www.shanahanonliteracy.com/blog/essential-fundamentals-of-spelling-instruction-with-a-little-help-from-my-friends

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Ep.171

Hey No BS Besties!

Let’s talk about spelling.

In this episode, Sean Morrisey and I break down Timothy Shanahan’s Essential Fundamentals of Spelling Instruction and, more importantly, talk about the WHY behind effective spelling instruction.

VALUE

Spelling is not just about memorizing a list of words. It is connected to phonics, orthography, morphology, reading, and writing.

We take a closer look at what the research tells us about spelling instruction and why it matters for literacy.

PROMISE

By the end of this episode, you’ll have a better understanding of why we teach spelling the way we do and what students really need from spelling instruction.

And this is just the beginning.

This is the WHY episode.

Next episode, Sean and I get into the HOW. What does this actually look like in the classroom?

So listen to the WHY now, and come back for the HOW.

No BS. Just real talk about literacy instruction.

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Value:
Differentiating phonics instruction can feel overwhelming, especially when students have a wide range of needs. In this episode, Wiley Blevins shares practical guidance for using small-group instruction to provide targeted support while maintaining access to grade-level learning. Listeners will gain research-informed insights and classroom-ready ideas for making phonics instruction more responsive and effective.

Promise:
By the end of this episode, you’ll have a clearer understanding of how to organize and use small groups to maximize student growth, support diverse learners, and strengthen phonics instruction without adding unnecessary complexity to your teaching day.

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Ep.169
Value

This episode will challenge the way you think about engagement, rigor, and student learning. Zaretta Hammond shares practical, research-backed insights on how to create classrooms where students are doing the real cognitive work instead of passively participating. You’ll walk away with actionable ideas to strengthen thinking, discussion, productive struggle, and equity in instruction.

Promise

No fluff. No performative engagement. No “sit and get” learning. Just an honest conversation about what actually helps students think deeply, build learning power, and achieve meaningful outcomes.

Zaretta Hammond Bio-

https://share.google/6T9r2FSu7X3fzsqfq

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