Science of Reading: The Podcast

In the second episode of a special four-part Science of Reading: The Podcast adolescent literacy miniseries, Susan Lambert, Ed.D., speaks with Julie Burtscher Brown, Ed.D. a PreK–12 literacy facilitator. Julie talks about how she and her colleagues built a whole-school literacy initiative from the ground up, and what three years of data about it then revealed. Together, she and Susan also discuss why a few targeted, evidence-based practices (not sweeping overhauls) were what actually moved the needle for Julie's students; how content-area teachers can begin supporting literacy without reinventing their lessons; and what real, measurable change can look like at the secondary level when a whole school commits to the same practices. 
Show notes:
Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert to dive deeper into the latest reading comprehension research.
Check out our Science of Reading resources for grades 6-8.
Connect with Julie Burtscher Brown on LinkedIn.
Learn more about the Project for Adolescent Literacy.
Explore Structured Literacy Interventions with Secondary Students.
Review the IES 2022 Practice Guide
Watch: Anita Archer: Secondary Reading—Implementing High-Leverage Practices.
Get ready for Season 3 of the Amplify podcast Beyond My Years.
Join our community Facebook group.
Connect with Susan Lambert. 
Quotes:
"Adolescent literacy is enormous and multifaceted. There's specialized instruction that needs to happen." —Julie Burtscher Brown
"If you think of the word 'intervene' as a verb, it means to take action to prevent a predictable outcome." —Julie Burtscher Brown
"Real, meaningful change can happen." —Julie Burtscher Brown
"We reframed the word 'intervention' as an action, not a place." —Julie Burtscher Brown
Timestamps*:
01:00 Introduction: Actually moving the needle for adolescent readers, with Julie Burtscher Brown, Ed.D.
09:00 A structured literacy program at Vermont's Woodstock Union High school and Middle School
11:00 Grouping students by readiness
17:00 Moving toward a whole-school literacy initiative
23:00 High-leverage practices #1 and #2: Reading accurately and fluently
30:00 High-leverage practices #3 and #4: Building word and world knowledge and accessing complex texts
39:00 Building teacher leadership
44:00 "Adolescent literacy is enormous and multifaceted. There's specialized instruction that needs to happen."
46:00 Closing thoughts: what three years of whole-school effort produced
*Timestamps are approximate

In this first episode of our special four-part Science of Reading: The Podcast Adolescent Literacy miniseries, Susan Lambert, Ed.D., speaks with Doug Fisher, Ph.D., a celebrated professor, author, and one of the most influential voices in adolescent literacy. They explore what the evidence really tells us about supporting adolescent learners, and what it means for classroom practice. They also discuss why Doug and his colleagues set out to find a new model for adolescent literacy, how self-efficacy powers literacy development in adolescent learners and what teachers can do to build it, and what "foundational skills" in reading truly means for adolescent readers—and why it is non-negotiable.
Show notes:
Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into the latest reading comprehension research.
Check out our Science of Reading resources for grades 6–8. 
Connect with Doug on LinkedIn.
Learn more about Doug’s book, Teaching Foundational Skills to Adolescent Readers.
Read Doug’s article, A Model for Adolescent Reading Instruction.
Get ready for Season 3 of the Amplify podcast Beyond My Years.
Join our community Facebook group.
Connect with Susan Lambert.
Quotes:
"Our literacy skills contiue to grow across our lifetimes." —Doug Fisher
"The human brain operates on language, and reading, writing, speaking and listening, are the language operating systems of our brain." —Doug Fisher
"The word 'foundational' to me means not optional." —Doug Fisher
"Literacy is a gatekeeper. If we can develop stronger literacy skills in our student, we will change their lives." —Doug Fisher
"The passion that educators bring also makes learning relevant." —Doug Fisher

Timestamps:
0:00 Introduction: New adolescent literacy mini-series
02:00 Foundational skills for adolescent learners, with Doug Fisher
06:00 "Our literacy skills continue to grow across our lifetimes
08:00 In search of a new adolescent literacy model
14:00 Distinguishing early, general, and disciplinary literacy
17:00 Why the Reading Rope was not designed for adolescent learners
19:00 Introducing the reading circuit and self-efficacy
27:00 Sentence level analysis
31:00 Building self-efficacy through academic risk taking
34:00 Redefining "foundational skills" for adolescent readers
38:00 What this looks like in high school classrooms
43:00 Teacher self-efficacy and the joy of student learning
48:00 Closing thoughts: "Literacy as a gatekeeper"
*Timestamps are approximate

On this Science of Reading Essentials episode we're diving into the science of learning to explore how memory, cognitive load, and knowledge building can transform your literacy instruction. Host Susan Lambert, Ed.D., weaves in the insights of our experts—Natalie Wexler; Nathaniel Swain, Ph.D.; Hugh Catts, Ph.D.; Daniel Willingham, Ph.D.; Peter C. Brown; Jamey Peavler, Ed.D.; and David Rapp, Ph.D. Susan reflects on: how memory works and why understanding its processes is foundational to effective teaching; why cognitive load theory and background knowledge are game-changers for literacy instruction; evidence-based strategies that make learning stick.
Show notes:
Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into reading comprehension research.
Check out full episodes with our featured guests: The science of learning, the humility of teaching, with Peter C. Brown
Comprehension is not a skill, with Hugh Catts
When not to differentiate: A guide to small-group instruction with Jamey Peavler
The truth behind learning, with Nathaniel Swain
The Knowledge Gap: Natalie Wexler
Cognitive science-informed teaching, with Natalie Wexler
Unlocking reading: Comprehension strategies vs. knowledge building, with Daniel Willingham
The science of memory and misinformation, with David Rapp

Listen to Amplify's Beyond My Years podcast
Check out our Science of Reading Essentials episodes. 
Join our community Facebook group.
Connect with Susan Lambert.
Quotes:
"Memory is a cognitive process. It's the way the brain encodes, stores, and retrieves information." —Susan Lambert
Timestamps*:
0:00 Introduction
05:00 Memory is a cognitive process
07:00 Cognitive load theory
10:00 Role of long-term memory for reading
15:00 Process of building knowledge in long-term memory
21:00 You can't learn something new if it doesn't connect to something you already know.
24:00 Applying learning science to the literacy classroom
30:00 Power of writing
31:00 Final advice
*Timestamps are approximate

On this week’s episode of Science of Reading: The Podcast, Susan Lambert, Ed.D., is joined by one of the most influential people in American education, Reid Lyon, Ph.D., to explore what it takes to make systemic change in literacy instruction. Together, Reid and Susan also discuss how literacy education could benefit from a shared vocabulary, how systems must work together from teacher preparation to classroom implementation, and what we can do to close the implementation gap.
Show notes:
Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into the latest reading comprehension research.
Learn more about Reid Lyon’s 10 Maxims of Reading Instruction.
Learn more about Drexel University's ALLIED Hub for literacy education.
Download our free Science of Reading Change Management Playbook.
Listen to our previous episodes with Reid Lyon (Sept. 2023, Part 1 & Part 2).
Get ready for Season 3 of the Amplify podcast Beyond My Years.
Join our community Facebook group.
Connect with Susan Lambert.
Quotes:
"I know we've let children down, but boy have we let teachers down." —Reid Lyon
"The hallmark of a profession is a common language displaying a common knowledge." —Reid Lyon
"How is it that we know so much yet we are still far behind the curve in helping the majority of struggling readers learn to read?" —Reid Lyon
"Much of our difficulties moving the science [of literacy] into classrooms is a function of not having established ourselves as a profession." —Reid Lyon
"We have a responsibility to use the best information possible that has taught us how we can improve the person's life." —Reid Lyon
"Assessment is a great friend." —Reid Lyon
Timestamps*:
00:00: Introduction: Systematizing literacy with Reid Lyon, Ph.D.
07:00: We are still far behind the curve in helping the majority of struggling readers learn to read. 
11:00: The hallmark of a profession is a common language displaying a common knowledge.
18:00: Listening and speaking occur with exposure and being showered with language around us.
23:00: The science of reading is not a belief system. It's a container with facts that constantly evolves. 
29:00: Can the field of literacy have a common language and common knowledge?
35:00: The systemic challenge is understanding the whole picture.
41:00: Assessment is a great friend.
48:00: Explanation of the evolving 10 Maxim Framework
52:00: What is the work happening at Drexel?
*Timestamps are approximate, rounded to nearest minute

In this episode of Science of reading: The Podcast, Susan Lambert, Ed.D., is joined by Kate Winn and Stephanie Stollar, Ph.D, coauthors of Reading Assessment Done Right, who explain how to use assessment to actually accelerate student progress and drive instructional decisions. Stephanie, Kate, and Susan also discuss how to cut through assessment overload and focus on what truly drives instruction, the four essential purposes of assessment, and how they work together within Multi-Tiered System of Supports framework, and the common misconceptions that lead to ineffective practices. 
Show notes:
Check out Reading Assessment Done Right.
Learn more about Stephanie Stollar.
Connect with Stephanie Stollar LinkedIn.
Connect with Stephanie Stollar on Facebook.
Connect with Kate Winn on LinkedIn.
Connect with Kate Winn on Facebook.
Listen to the podcast Reading Road Trip.
Listen to Season 2 of the Amplify podcast Beyond My Years.
Join our community Facebook group.
Connect with Susan Lambert. 
Quotes:
"Assessment is a tool for conversation. It's an investigation. It's uncovering what is known, and there are multiple purposes. All assessments are constructed to answer questions." —Stephanie Stollar
"If you don't have a question about your students, you don't need to do more assessment. This should not be a compliance activity." —Stephanie Stollar
"Progress monitoring is like the GPS for educators." —Stephanie Stollar
"We can actually do something with the information when you're using good assessments." —Kate Winn
"Believe it or not, reading assessment can be so exciting. It can also be empowering." —Kate Winn
"Having lots and lots of assessment data is not helpful. It can actually be counterproductive." —Stephanie Stollar
"When I use my universal screener, it tells me which students are meeting benchmark, which ones aren't, and then I know exactly what to work on with those students." —Kate Winn
Timestamps*:
00:00 Introduction: Assessment as your best friend
05:00 The need for practical assessment guidance
09:00 What is assessment and what is its purpose in education?
15:00 Understanding the differences between universal screening vs. diagnostic assessment
21:00 Progress monitoring: The GPS for educators
25:00 Building supportive systems and communities for teachers
28:00 The continuous improvement cycle of reading instruction
30:00 Addressing the "too many assessments" problem with an assessment audit
34:00 Misconceptions about assessment
40:00 The power of Tier 1 instruction
43:00 Why we need to screen all students multiple times per year
48:00 Final thoughts: Assessment as a tool for conversation and empowerment
*Timestamps are approximate, rounded to nearest minute