Science of Reading: The Podcast – Details, episodes & analysis

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Northwestern University Professor of Education, Social Policy, and Psychology David Rapp. David’s research focuses on language and memory, and his conversation with Susan gives insight into how memory is connected to comprehension. The first half of the episode is spent defining comprehension as a process, a product, and a higher-order cognitive process. David then digs into how that definition informs the ways in which educators assess comprehension and where they can look for potential failure points. One of these failure points includes misinformation. David addresses what happens when misinformation is stored in long-term memory. He details the issues this can cause for student comprehension, and he gives guidance on how to prevent and correct them.

Show notes:

• Submit your questions on comprehension! 
• Access free, high-quality resources at our brand new, companion professional learning page.  
• Check out David Rapp's lab.
• Resources:
  • Listen to Season 2 of Amplify’s Beyond My Years podcast.
• Join our community Facebook group.
• Connect with Susan Lambert.

Quotes: 

“Once the information is in memory, you can't really get rid of it. What you can try to do is make other memories more powerful, more likely to resonate to things.” —David Rapp, Ph.D.

“Sometimes our most effective processes actually lead us to misunderstand. For example, you're really good at encoding information to memory, that's great, except if you're exposed to inaccurate ideas, that's a problem.” —David Rapp, Ph.D.

“It feels easy for us to comprehend texts if we're well practiced at it, it feels easy, but it's actually a lot of cognitive operations going on behind the scenes and a lot of years of practice.” —David Rapp, Ph.D.

“In terms of being exposed to misinformation, we see even if people have been exposed to inaccurate ideas, even once, it's encoded into memory, it's potentially gonna be there to influence you.” —David Rapp, Ph.D.

Episode Timestamps
02:00 Introduction: Who is David Rapp?
04:00 Defining reading comprehension
05:00 Comprehension as a process vs a product
08:00 Comprehension as a higher order cognitive process
12:00 Coherence
18:00 Memory activation and misinformation
21:00 Consequences of misinformation
25:00 Correcting misinformation
28:00 Preventing misinformation
36:00 The evolution of thinking on comprehension
40:00 Current research
45:00 Closing thoughts and encouragement to dig into research
*Timestamps are approximate, rounded to nearest minute

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Doug Lemov,  former teacher and school principal, to discuss how teachers can identify when disfluency is actually the root cause for students’ struggles with comprehension—and what they can do about it. Using his new book, The Teach Like a Champion Guide to the Science of Reading, to guide the discussion, Susan and Doug address building attention stamina, the argument for reading whole books, and the value of expressive read-alouds. Finally, Doug ends the episode asserting that humans are meant to live in community, and that a deeper level of comprehension is unlocked through deep empathic connection to text and the experience of reading with others.

Show notes: 

• Listen to Season 2 of the Beyond My Years podcast for solutions to common teaching challenges directly from seasoned educators.
• Connect with Doug Lemov:
  • X: @Doug_Lemov 
• Resources:
  • Read: The Teach Like a Champion Guide to the Science of Reading
  • Watch: Gabby Woolf’s Dr. Jekyll Lesson and the Power of Reading Fluency
  • Listen: ”Phonology as a settled science”
  • Listen: ”The plea to preserve deep reading, with Maryanne Wolf, Ed.D.”
  • Listen: ”Writing the way to better reading, with Judith Hochman, Ed.D.”
  • Listen: ”The joy of reading aloud, with Molly Ness”
  • Download: cComprehension 101 Bundle
• Submit your questions on comprehension! 
• Join our community Facebook Group: www.facebook.com/groups/scienceofreading
• Connect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/

Quotes: 

 “If you're not a fluent reader, you can't be a deep reader.”—Doug Lemov

“The research is clear that when you start to read expressively externally, then your internal reading voice while reading silently is much more expressive and therefore infused with more meaning.”—Doug Lemov 

Episode Timestamps
03:00 Introduction: Doug Lemov
05:00 The importance of the middle grades
07:00 Book: The Teach like a Champion Guide to the Science of Reading
13:00 How to build attention stamina
16:00 Background knowledge and vocabulary
19:00 Writing’s impact on memory and reading
22:00 The value in reading whole books
25:00 Embracing smaller writing assignments
27:00 Fluency deep dive
30:00 Working memory
35:00 Troubleshooting fluency
39:00 Expressive reading
41:00 Read-alouds
44:00 Reading as a social act
52:00 The argument for books
*Timestamps are approximate, rounded to nearest minute

In this rewind episode of Science of Reading: The Podcast, we revisit a Season 1 conversation between host Susan Lambert and Anne Lucas, former curriculum director and current Associate Vice President of Product, Literacy Suite Initiatives & Supplementals at Amplify  on the complexities of reading comprehension.Together they dive into the complex nature of comprehension and why it’s so difficult to teach. 

Show notes:

• Access free, high-quality resources at our brand new, companion professional learning page: http://amplify.com/science-of-reading/professional-learning  
• Resources:
  • Read: Understanding and Teaching Reading Comprehension by Jane Oakhill
  • Read: The missing link in comprehension white paper
  • Listen: Science of Reading Essentials: Writing
• Join our community Facebook Group: www.facebook.com/groups/scienceofreading
• Connect with Susan Lambert: https://www.linkedin.com/in/susan-lambert-edd-b1512761/
• Find our more information – and register – for our Science of Reading Summer Learning Series: https://amplify.com/sorsummerlearning 

Quotes:

“We often think about comprehension as a product, or something that happens after kids read, but … the ability for a student to build a model or a network of ideas or a picture in their mind happens while they're reading.” —Anne Lucas

“You know, you don't have to completely change your curriculum; you don't have to completely change the way you're teaching.” —Anne Lucas

“Comprehension is making sense and meaning while you read, so you have the ability to discuss, analyze, and form an opinion about something after you read it.” —Anne Lucas

Episode timestamps*
03:00 Introduction: Who is Anne Lucas?
07:00 Defining comprehension
09:00 The missing link in comprehension
10:00 Comprehension micro skills vs decoding
14:00 End goal vs. process
16:00 Current research
18:00 Significance of “small” words
20:00 Targeting micro skills in the classroom
22:00 Comprehension skills vs strategies
27:00 Teacher response to learning about micro skills
29:00 Background knowledge
31:00 Final takeaways on comprehension
*Timestamps are approximate, rounded to nearest minute

Susan Lambert is joined by Dr. Brittney Bills, educator and recent Science of Reading Star Award Winner to discuss MTSS. Dr. Bills began her journey as a school psychologist for six years before transitioning to the role of curriculum coordinator at Grand Island Public Schools. In this episode, Dr. Bills explains what MTSS is and how it centers on prevention rather than intervention. She talks about the intersection of universal screening data and MTSS and provides advice on evidence-based strategies and techniques to make a positive impact in your classroom. Using examples from her own district, Dr. Bills discusses avoiding burnout, learning to use data, and the process of ongoing improvement.

Show notes:

Learn more about the Science of Reading for English learners at Celebrating Biliteracy: Realizing a Better Future for Our Spanish Speakers. Register here!

Joining host Susan Lambert, Dr. Doris Baker speaks from her background researching the academic outcomes of English language learners to discuss ways educators can better engage and support all of their students. Dr. Baker emphasizes how much there is to learn about our native language by learning another language, and the many advantages of bilingualism. She then dives into a conversation around codeswitching and the importance of cultural awareness. Dr. Baker also gives listeners practical advice on how to include English language learners in core instruction and highlights how critical it is to provide students with opportunities to engage in sophisticated and deep conversations. Lastly, Dr. Baker outlines how educators can include parents in their children’s language learning by teaching them how, when, and what to read to their kids—in their native language!

Show notes:

Learn more about the Science of Reading for English learners from Dr. Baker and other experts at Celebrating Biliteracy: Realizing a Better Future for Our Spanish Speakers. Register here!


Webinar: The Importance of Dual Language Assessment and How to Deliver It in Your Classroom

Research paper: Effects of Spanish vocabulary knowledge on the English word knowledge and listening comprehension of bilingual students

Today on the podcast, we‘re joined by literacy expert Jan Hasbrouck, Ph.D. Dr. Hasbrouck is an education consultant, author, and researcher. She opens the episode talking about her start with literacy, underscoring how she was one of the lucky ones who learned how to teach reading correctly in college. Dr. Hasbrouck also discusses what it’s like to combat skepticism—both of the Science of Reading and the power of assessment. She then goes on to talk about the book she co-authored on student-focused coaching and ends the episode by addressing assessment anxiety directly, including a discussion of where it comes from, the importance of progress monitoring, and more!

Student-Focused Coaching by Jan Hasbrouck, Ph.D., Daryl Michel, Ph.D.

Susan Lambert joins biliteracy expert and professor Dr. Lillian Durán, who holds a doctorate in educational psychology from the University of Minnesota and researches the improvement of instructional and assessment practices with preschool-aged dual language learners (DLLs).

Durán begins by pointing out the difference between being bilingual and biliterate, then describes the key advantages of being bilingual and the unique skills students who speak multiple languages bring to school. She then discusses how the Simple View of Reading connects to Spanish, the double standard often occurring when bilingual students are celebrated vs. when they are not, and the process of screening and assessment for multilingual students. Lastly, Dr. Durán compels educators to avoid viewing biliteracy and dual language support as a sub-population of their classroom and instead prioritize the development of students’ home languages, whatever they may be, alongside English instruction.

Quotes:

“Language is inextricably linked to culture. We want to make sure these families and children feel valued and honored within our schools.” —Dr. Lillian Durán

“No matter what language you start to learn some of those skills in, there's a transfer and understanding of how to listen to sounds and how to put sounds together.” —Dr. Lillian Durán

Episode Content Timestamps*

0:30: Introduction: Who is Dr. Lillian Durán
3:00: Multilingual vs. Multiliterate
7:00: Benefits of being bilingual
9:00: How the simple view of reading framework relates to Spanish
13:00: Double standards when it comes to bilingualism
17:00: Assessment for Spanish speaking chlidnrn
26:00: Promoting Spanish language and literacy development within English-only instructional environments
30:00: Final thoughts and advice

*Timestamps are approximate, rounded to nearest minute

Host Susan Lambert is joined by Lacey Robinson, CEO of UnboundEd, who opens the podcast by telling her personal story of learning to read and describing how literacy empowered her to pursue education reform. She emphasizes the responsibility that educational practitioners and leaders have and describes the literacy experiences of Black students. She also outlines what productive struggle should look like in the classroom, encouraging educators to enable more rigorous reading opportunities.

Quotes:
“Not everybody has to love to read. Everybody deserves the right to read."
— Lacey Robinson

“I would lose myself in books. I would wrap myself up in characters and lands and places. My mother told me that day that once they taught me how to read, nobody would ever be able to take that away.” —Lacey Robinson

Show notes: 

GLEAM instruction

UnboundEd

Estimated timestamps*
1:00: Introduction: Who is Lacey Robinson?
10:00: Lacey Robinson's work at UnboundEd
18:00: Anti-bias toolkit
21:00: DEI and the Science of Reading
34:00: Equity at the center of design
38:00: Overcoming fear and shame
40:00: Gleam instructional framework
48:00: Rigorous and productive instruction
53:00: New things in the works for Lacey Robinson
57:00: Reflections on Lacey's younger self
59:00: Final thoughts
*Timestamps are approximate, rounded to nearest minute

In this episode, Susan Lambert sits down with all of our Science of Reading Star Award winners to discuss their journey with the Science of Reading—from the very beginning, to the work they are doing now. Susan is joined by Brittney Bills (Curriculum Coordinator, Grand Island Public Schools, Nebraska) and Alli Rice (Elementary ELA Lead, Kansas City Public Schools, Kansas), who both won our Amplifying Your District award. Susan also talks with Anila Nayak (Instructional Coach and Reading Intervention Teacher, Los Angeles Unified School District, California), winner of our Superstar award that celebrates a teacher who has made a direct impact on their students by applying the Science of Reading. Lastly, this episode features Cathy Dorbish (Principal, Austintown Elementary School, Ohio), who won the Standout School award that celebrates educators successfully shifting their school to the Science of Reading. These incredible educators share their stories of driving change, giving listeners inspiration and advice to take back to their own schools and classrooms.

Quotes:

“School is a happy place. You need to enjoy being with the kids and making a lasting impact that really matters.” —Anila Nayak

“When you’re helping teachers and supporting other people’s classrooms, you do as much as you can.” —Alli Rice

Show notes: 

Learn more about our winners.

Read Brittney’s spotlight.

Read Alli’s spotlight.

Read Anila’s spotlight.

Read Cathy’s spotlight.

In this episode, Susan Lambert joins senior product specialist at Amplify, Kamilah Simpson. Kamilah’s roots in education took shape when she was a Title 1 middle school intensive reading teacher and from there she became an instructional coach. Kamilah shares her knowledge with podcast listeners as she dives into teaching reading to middle school students. She gives tangible advice on how to allow for productive struggle so that students can learn through discovery. Some of the topics Kamilah highlights include complex text and rigor, learning to scaffold, the importance of having students listen to text, incorporating writing practice, and supporting students without over-supporting. Finally, Kamilah stresses the importance of motivating middle school students to read by providing texts that they can see themselves and their world in.

Quotes:

“Students are going to write more when they have something to write about. It goes back to that discovery. It goes back to allowing them to have a productive struggle.” —Kamilah Simpson

“Are these texts that my students can find something of themselves in? Or are these just texts that have absolutely nothing to do with anything pertaining to their lives, their world, or their peers? What would motivate them?” —Kamilah Simpson