Literacy in Color: A Science of Reading Aligned Podcast for Educators

All 50 states now have dyslexia legislation on the books. So why are so many students with dyslexia still caught in a “wait to fail” system? Dyslexia advocate, Missy Purcell joins the show to explore the gap between passing legislation and actually changing outcomes for students.Missy shares the deeply personal story of advocating for her own son after watching him go from a child excited to start school to one who was frustrated, anxious, and struggling. That journey, later featured in the Sold a Story podcast, ultimately led Missy from advocating for one child to helping families and educators navigate systems that too often fail to identify and support students early enough.We unpack what “wait to fail” really looks like in schools, what dyslexia legislation can and cannot accomplish, and why screening alone is never enough. Missy shares lessons from Georgia’s evolving dyslexia and early literacy legislation, including what can happen when well-intentioned laws encounter policies and systems that don’t fully reflect their intent.We also discuss the importance of early identification, Child Find and IDEA, the relationship between MTSS and special education evaluation, individualized intervention, teacher knowledge, and why a program alone cannot replace a highly trained, responsive educator.Most importantly, Missy makes the case that dyslexia advocacy does not have to be parents versus teachers. Meaningful change happens when families, educators, school leaders, policymakers, and communities work together – with urgency – to make sure children get what they need before they fail.Key Takeaways:What “wait to fail” actually looks like for a childWhy dyslexia legislation is an important beginning, but not the finish lineThe role of early screeningWhat can go wrong between legislation, policy, and implementationWhy growth is not necessarily the same as closing the gapHow parents and teachers can advocate alongside one another & how systems change requires the entire community to work togetherResources & References Mentioned:Sold a Story Podcast with Emily HanfordSold a Story - Episode 6: “The Reckoning” features Missy PurcellIndividuals with Disabilities Education Act (IDEA)Sec. 300.111 Child Find under IDEAOffice of Special Education Programs (OSEP) guidance/letters regarding delaying or denying evaluationsGeorgia HB 1193Georgia: Literacy & DyslexiaGeorgia Dyslexia Informational HandbookGeorgia HB 538 (Early Literacy Act)Connect with Missy Purcell:Website: https://misspurcell.com/Instagram: @misspurcelladvocatesConnect with Michelle:Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics ToolkitWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership CommunityMentioned in this episode:Reading Science AcademyGet your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color

Emmy-nominated actor, dyslexia advocate, and speaker Ameer Baraka explores the human side of unidentified dyslexia. Ameer takes us back to his childhood, when difficulties with reading left him feeling isolated, ashamed, and convinced that he simply wasn’t capable of learning. As his struggles went unidentified, school felt like it wasn’t a place of possibility, and he began searching for another way to make it in the world.It wasn’t until Ameer was incarcerated as a young adult that his educational journey began to change. After being screened for dyslexia and finally having an explanation for the difficulties he had experienced throughout his life, Ameer describes an almost immediate shift in how he saw himself: he wasn’t “stupid.” He could learn.For Ameer, literacy became freedom.Throughout this deeply personal conversation, Ameer shares how learning to read transformed not only his opportunities, but his identity, his sense of hope, and ultimately the trajectory of his life. He also discusses the adults who believed in him when he struggled to believe in himself, the profound influence of his faith, and why he now feels called to advocate for children and incarcerated adults who struggle with literacy.We also discuss what educators may see when reading difficulties show up as something other than reading difficulties – including acting out, frequent physical complaints, avoidance, or the child who quietly disappears into the back of the classroom.Today, Ameer uses his story to advocate for early identification of dyslexia, stronger literacy instruction, prison reform, and greater awareness of the consequences that can occur when children spend years believing they cannot learn.This conversation is ultimately about more than dyslexia. It is about literacy, identity, human potential, faith, and the extraordinary power educators have to help a child see possibilities they may not yet be able to see for themselves.Stay tuned for more details on the film Undiagnosed, a biopic based on Ameer’s life and his experience with dyslexia. It’s the first film of its kind to explore what Ameer calls “the ugly side of dyslexia” – what can happen when a child’s struggles go unidentified and unsupported for far too long. Dyslexia organizations have already reached out in support of the project, and millions of people are anticipating to see this story on screen.Key Takeaways:Ameer's experience growing up with unidentified dyslexiaHow reading struggles affected his identity, self-worth, and relationship with schoolThe connection Ameer sees between literacy struggles, environment, and the paths available to young peopleWhy receiving a dyslexia diagnosis felt liberating & Ameer's powerful belief that literacy is freedomHis advocacy for early dyslexia screening, literacy access, and prison reformThe message he would give his younger self – and the teachers who may have an “Ameer” sitting in their classroom todaySee Ameer Baraka on:ZatimaJupiter JonesA House DividedConnect with Ameer Baraka:Book: Undiagnosed: The Ugly Side of Dyslexia by Ameer BarakaInstagram: @ameerbarakaFacebookLinkedInSupport Undiagnosed: The Ugly Side of Dyslexia (the biopic)This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle designed to help you spend less time figuring out what to do with screening data and move more quickly into purposeful, skill-based groups.Get your FREE grouping resource bundle here.Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,600 literacy educators.Connect with Michelle:Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics ToolkitWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership CommunityMentioned in this episode:Reading Science AcademyGet your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color

What does dyslexia actually look like – from preschool through high school – and how can educators recognize when a student’s struggles may be telling us something more?In this Dyslexia Awareness Month bonus episode, Certified Dyslexia Therapist and teacher educator Barb Golub joins the show for an honest, practical, and incredibly fun conversation about recognizing and supporting students with dyslexia.Barb shares the personal story that ultimately led her into dyslexia therapy, and explains why dyslexia can be easy to miss, particularly in bright students who have become skilled at compensating. She walks through signs educators and families might notice at different ages. We also dig into why multilingual learners may be under-identified for dyslexia and why evaluators must consider both language acquisition and reading development rather than defaulting to a “wait and see” approach.They also discuss what needs to change at the systems level, why intervention shouldn't become a permanent placement without meaningful progress, and what general education teachers can do when they suspect a student is struggling – even when they don't have a specialist standing beside them.And because it's Barb, the episode ends with push-ups, miniature tchotchkes, irregular high-frequency words, crispy Diet Coke, and some literacy hot takes… obviously! Key Takeaways:What dyslexia is – and some persistent misconceptions about itSigns of dyslexia from preschool through adolescenceDyslexia therapy versus traditional tutoringFidelity, dosage, mastery, and responsive instructionWhy strong instruction for dyslexic readers can also support other readersThe importance of vetting literacy materials and practicesConnect with Barb Golub:Website: https://www.barbgolub.com/Email: [email protected]: @literacy_barbLinkedInMentioned in this episode:Reading Science AcademyGet your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color

What happens when schools treat academics and behavior as two completely separate systems?Dr. Dawn Miller and Dr. Pamela Radford of MTSS Innovations help us explore what it really means to build an integrated Multi-Tiered System of Supports (MTSS): one that recognizes that students’ academic, behavioral, social, and emotional needs don’t exist in isolation.We unpack the powerful relationship between academic success and behavior, including what can happen when a student’s academic struggles show up as avoidance, disengagement, disruptive behavior, or missed instructional time. We also explore the reverse: how behavioral needs and time away from instruction can compound academic difficulties.Dawn and Pam take us inside an integrated MTSS model, discussing how schools can move away from siloed academic and behavior teams and instead create systems in which educators examine multiple sources of data side by side. We talk about universal screening, attendance, office discipline referrals, behavioral screeners, and implementation data.We also dig into what this means for Tier 1 instruction and evidence-based practices. Dawn and Pam explain why selecting an evidence-based practice isn't simply about finding something that “works”; it's about considering the student, the context, available resources, implementation, and the interaction between academic and behavioral needs.For leaders wondering where to even begin? Dawn offers an important reminder: “don't let perfect be the enemy of good”. You may begin by strengthening one part of your system, but the vision from the beginning should be one of integration.Key Takeaways:What an integrated MTSS model actually looks like & why academic and behavioral data should be examined togetherThe relationship between academic struggles, behavior, engagement, and access to instructionBehavioral data sources including attendance, office discipline referrals, universal screeners, and daily progress reportsHow engagement and opportunities to respond can influence both academic and behavioral outcomesSelecting evidence-based practices based on student need, context, resources, and fitThe role of implementation fidelity, and why fidelity data should be used to support educatorsHow leaders can begin moving from siloed systems toward an integrated MTSSWhy continuous improvement really does have to be continuousResources Mentioned:Book: Leading Equity-Based MTSS for All StudentsBook: Promoting Effective MTSS Implementation: Challenges and Solutions for School ConsultationBook: Explicit Instructionhttps://www.mtss-innovations.com/MTSS Fidelity Integrity Assessment (FIA)Self Assessment of MTSS Implementation - Illinois (SAM-I)MTSS Innovations: The Collective & Additional FREE Resources:Recorded webinar: "Epic Fails" where Dawn shares the journey of an integrated model in a first-ring suburban districtRecorded webinar: “Find Your Focus,” that highlights the 6 habits of MTSS to incorporate into an integrated approachA MTSS Discussion Guide for District and School LeadersThis post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Pam and Dawn:Email: [email protected] & [email protected]: Dawn Miller & Pam RadfordWebsite: https://mtss-innovations.com/Join MTSS Innovations: The Collective to learn in community and receive research-backed support alongside other MTSS leaders.This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle designed to help you spend less time figuring out what to do with screening data and move more quickly into purposeful, skill-based groups.Get your FREE grouping resource bundle here.Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,600 literacy educators.Connect with Michelle:Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics ToolkitWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership CommunityMentioned in this episode:Reading Science AcademyGet your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color

Dr. Sarah Brown and Dr. Kelly Powell-Smith, co-authors of Routines for Reading Results: A Practical Approach for Accelerating Growth, alongside Dr. Stephanie Stollar and Beth Madden unpack the principles of Direct Instruction and explain why effective reading instruction depends not only on what we teach, but on the intentional design and delivery of instruction.They walk through the four phases of learning: acquisition, automaticity, generalization, and adaptation – and explain why students can appear to “get it” during a lesson yet struggle to retain or apply that learning later.The conversation also tackles a common criticism of scripted instruction: Do scripts stifle teacher creativity and responsiveness? Sarah and Kelly explain why thoughtfully designed routines can actually reduce cognitive load for teachers, provide consistency for students, and free educators to focus on the thing that cannot be scripted ahead of time: how students are responding in the moment.They also discuss how these routines can live alongside existing high-quality instructional materials, how educators can use data to identify gaps rather than continually purchasing new programs, and what school leaders can do to support implementation.Key Takeaways:Direct Instruction (DI) defined & why both the design and delivery of instruction matterThe four phases of learning: acquisition → automaticity → generalization → adaptation & how instructional needs change depending on a student’s phase of learningThe role of precise, concise teacher languageModeling, leading, testing, firming, and providing individual turns – while building sufficient practice and intentional error correction into instructionHow leaders can support implementation through collaboration, data analysis, ongoing learning, and coachingResources & References Mentioned:Book: Routines for Reading Results: A Practical Approach for Accelerating Growth - Stephanie Stollar, Kelly A. Powell-Smith, Beth A. Madden & Sarah Brown (Amazon)Book: Routines for Reading Results (Solution Tree)Book: Teaching Struggling and At-Risk Readers: A Direct Instruction Approach - Doug Carnine and colleaguesDirect Instruction: the instructional approach originating in the work of Siegfried EngelmannProject Follow Through: “the largest and most consequential educational experiment in U.S. history, and its findings continue to inform NIFDI’s work to promote evidence-based, replicable instructional practices.”Research on connected phonation/continuous blending (Gonzalez-Frey, S. M., & Ehri, L. C. (2021). Connected Phonation is More Effective than Segmented Phonation for Teaching Beginning Readers to Decode Unfamiliar Words. Scientific Studies of Reading, 25(3), 272–285. https://doi.org/10.1080/10888438.2020.1776290)This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Dr. Sarah Brown:Website: https://systemimpactconsulting.com/Contact Dr. Sarah Brown on her WebsiteLinkedIn: Sarah Brown Ph.D.Join Dr. Brown’s MTSS Data AcademyDr. Brown also offers Virtual Coaching Sessions!Connect with Dr. Kelly Powell-Smith:LinkedIn: Kelly A. Powell-SmithMount St. Joseph University: Kelly Powell-Smith This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle designed to help you spend less time figuring out what to do with screening data and move more quickly into purposeful, skill-based groups.Get your FREE grouping resource bundle here.Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,600 literacy educators.Connect with Michelle:Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics ToolkitWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership CommunityMentioned in this episode:SOR Fall Book Study Join us: https://colorful-classroom.mykajabi.com/sor-fall-book-study-2026Reading Science AcademyGet your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color