Science of Reading: The Podcast

In this episode, Susan Lambert chats with ReadWorks Chief Academic Officer Susanne Nobles, Ph.D., to explore the organization's mission of making high-quality texts free and accessible to all. Together, they discuss ReadWorks’ Article-A-Day program, which offers articles to build students' knowledge and vocabulary while supporting teachers with resources that promote topical coherence. Susanne shares insights into why text quality matters, including that kids know when text isn’t worth their time and attention. She also details how ReadWorks ensures the quality of their materials, describes the Spanish-English texts they’ve introduced to support multilingual/English learners, and offers advice for listeners thinking about text quality and cohesion.Show notes:LinkedIn: https://www.linkedin.com/in/susannenobles/. ReadWorks Instagram: https://www.instagram.com/readworks/?hl=enQuotes:“I have a fear that too much decoding practice can become ‘Why am I reading?’ We lose the ultimate point of why all of us read, which is to learn and to gain meaning.” —Susanne Nobles“Kids know when a text is worth their time.” —Susanne Nobles“We want to put a great book in a kid's hands and have them get excited about reading and therefore get good at reading. And it really goes the other way. And so it's once you build that ability to read, then that excitement comes with reading.” —Susanne NoblesEpisode timestamps02:00 Introduction: Who is Susanne Nobles?04:00 Overview of ReadWorks10:00 Article-A-Day Program12:00 Importance of Topical Coherence13:00 Why knowledge is important to reading16:00 Introduction to Decodables19:00 Text Quality and Evaluation24:00 Supporting Multilingual Learners29:00 Audio and Accessibility33:00 Final Thoughts and Conclusion*Timestamps are approximate, rounded to nearest minute

On this episode of the podcast, Lori Josephson joins Susan to talk about her new book Calling All Neurons! How Reading and Spelling Happen. Lori discusses her journey into literacy and how she saw the need for an accessible, digestible book about the brain science behind learning to read — one that would be enjoyable for adults and students alike. Lori explains what a neuron is and shows how understanding neural networks is essential to understanding learning to read. She also delves into the importance of getting everyone in a student’s life involved in their literacy development. Lori and Susan also answer some listener-submitted questions, prompting discussions on how to help older elementary students who lack foundational skills and advice for educators who work with students with significant cognitive disabilities. Show notes:Submit your literacy questions for a chance to win!Book: Calling All Neurons! How Reading and Spelling HappenConnect with Lori:Website: lorijosephson.comLinkedIn: https://www.linkedin.com/in/lori-josephson/X: @lorijosephson2Facebook: Lori JosephsonInstagram: @calling_all_neuronsRead: Towards a dynamic, comprehensive conceptualization of dyslexiaDr. Nancy Young's Ladder of ReadingWatch: Lori Josephson on the Facebook group Science of Reading—What I Should Have Learned in College Quotes: “I firmly believe that no matter how old you are, you still need to learn the same information.” —Lori Josephson“In my mind, I use this equation. Knowledge equals motivation, equals active learning, equals resilience, equals success.” —Lori Josephson“Creating a literate brain is a team sport. Everyone needs to be involved. The parents, caregivers, teachers—they need to be engaged in an interactive way.” —Lori Josephson“Literacy is a civil right. It's also a gift. It's an opportunity to share thoughts, feelings with others that can be revisited and saved.” —Lori JosephsonTimestamps 02:00 Introduction: Lori Josephson and her Journey into Literacy05:00 The Motivation Behind 'Calling All Neurons'08:00 Understanding Neurons and Neural Networks15:00 The Reciprocal Process of Reading and Spelling20:00 The Influence of the Cerebellum in Reading21:00 Unique Aspects of the Book25:00 Addressing Foundational Skills in Older Students30:00 Supporting Students with Cognitive Disabilities31:00 The Importance of Literacy and Empathy33:00 Final Thoughts*Timestamps are approximate, rounded to nearest minute

In this episode Susan Lambert is joined by Hugh Catts, Ph.D., professor at Florida State University, to break down what comprehension is and bust some myths around what it isn’t. With a family history of dyslexia, he has a personal connection to the topic that led him into research in language sciences and language disorders. He discusses how his findings moved him away from viewing comprehension as simply a “component of reading” but rather something entirely separate—a condition created over time, defined by purpose, and influenced by prior knowledge. Together, Susan and Hugh address many comprehension-related contexts, such as the simple view of reading, the five pillars of reading, and comprehension’s relationship to knowledge building. Hugh also gives listeners practical advice for helping students suss out their comprehension before reading, and he clarifies why understanding the standard of coherence is important.Show notes:Submit your literacy questions for a chance to win!Read: Rethinking How to Promote Reading Comprehension by Hugh CattsRead: The Simple View of Reading: Advancements and False Impressions by Hugh CattsFollow Hugh on X: @CattsHughQuotes: “If I was going to define comprehension, it's not a single thing. I mean, that's the problem. We want it to be a single thing, but it depends upon what you're reading and why you're reading it.” –Hugh Catts, Ph.D.“What comprehension is is the interaction of what you bring into that reading situation and what you already know about it and your motivation and purpose to comprehend it.” –Hugh Catts, Ph.D.“There's just not enough mental reserve to be able to build that meaning that quickly. So it helps tremendously that you have some knowledge about it beforehand. That knowledge gives you a place to put information. So when you read about something, it gives you storage for the information. It's kind of like a cubby hole that you put the mail in, in an office.” ––Hugh Catts, Ph.D.Episode timestamps* 02:00 Introduction: Who is Hugh Catts?03:00 Personal Connection to Dyslexia07:00 Rethinking comprehension as a component of reading11:00 Vocabulary and comprehension15:00 Comprehension as a condition you create16:00 Language comprehension and the simple view of reading19:00 Differences in types of comprehension26:00 What comprehension is and isn’t32:00 Thinking deeply39:00 Background knowledge and comprehension42:00 Automatic inferencing 50:00 Final thoughts*Timestamps are approximate, rounded to nearest minute

On this episode, Kari Kurto, National Science of Reading Project Director at The Reading League, discusses The Reading League’s curriculum evaluation tool, which assesses a curriculum’s research-based practices. Kurto's conversation with Susan Lambert touches on her background teaching students with dyslexia, the non-negotiables in curriculum aligned to the Science of Reading, and how educators can use information about an evaluated curriculum to inform instruction. While Kurto stresses that no program is perfect, she and her colleagues have worked to equip educators with a tool to more easily and objectively access information when making curriculum choices.. Show notes:Submit your Science of Reading questions for a chance to win!Submit your literacy questions for a chance to win!eBook: Science of Reading: Defining Guide from The Reading LeagueThe Reading League’s Curriculum Evaluation GuidelinesReading League CompassSubscribe to The Reading League’s newsletterQuotes: “Just because we have this report and we say, ‘All right, this curriculum has all the stuff,’ if you don't teach it, then you're a red flag of your own.” —Kari Kurto“It's a movement of improvement, right? We're constantly striving to improve. And don't give up. Share your stories; share your success stories.” —Kari Kurto“Thank you to those folks who have been listening. Thank you to the folks who are curious about learning more, those who have spent years implementing and tweaking and improving literacy outcomes for our country's next generation. I mean, that's huge.” —Kari KurtoEpisode timestamps* 02:00 Introduction: Who is Kari Kurto?08:00 Teaching kids with dyslexia, what they need to learn to read10:00 Reading league defining guide11:00 Curriculum review tool16:00 Determining which programs to review20:00 Using the curriculum review tool as professional development21:00 Non-negotiables in a science of reading curriculum24:00 How to use the information from a program evaluation30:00 Long-term plans of the navigation report tool32:00 The reporting team34:00 The Reading League compass37:00 The Reading League journal40:00 Final Advice*Timestamps are approximate, rounded to nearest minute