Route2Reading

For years, teachers have been told to meet students where they are—find their instructional reading level, put them in a just-right text, and group them with other students reading at a similar level. But what if that approach is actually limiting how much students can learn? In this episode of Route2Reading, I sit down with literacy researcher and author Dr. Tim Shanahan to talk about reading levels, small-group instruction, grade-level text, and what the research actually tells us about supporting struggling readers. Tim brings nearly 60 years of experience in reading education to this conversation—as a classroom teacher, reading specialist, professor, researcher, and former Director of Reading for Chicago Public Schools. CLICK HERE FOR FULL SHOW NOTES

In this episode, I sit down with Dr. Louisa Moats, one of the leading voices in reading research and literacy education, to talk about her journey from feeling completely unprepared to teach students with reading difficulties to becoming a lifelong advocate for science-based reading instruction. Dr. Moats shares the experiences that shaped her work—from her early years as a teacher and psychologist to her doctoral research, work with leading reading researchers, and the development of LETRS Professional Development. We talk about what we already know about how children learn to read, why that knowledge still hasn't consistently made its way into teacher preparation and classrooms, and what it will take to move education toward becoming a true profession driven by science. We also get practical as Louisa shares what she would look for if she walked into a primary classroom tomorrow, why spelling deserves far more attention, and the advice she would give to teachers entering the profession for the first time. CLICK HERE FOR FULL SHOW NOTES

In this episode, I sit down with Dr. Brennan Chandler, Assistant Professor of Dyslexia at Georgia State University, to talk about how schools can move beyond simply collectingliteracy data and actually use it to make better instructional decisions. We dig into what a meaningful data deep dive looks like—from looking at schoolwide benchmark data to identifying grade-level patterns, examining specific subtests, and ultimately determining what instruction students actually need. CLICK HERE FOR FULL SHOW NOTES

Why do so many literacy initiatives start with excitement but struggle to produce lasting results? In this episode, I dive into one of the most common literacy mistakes happening in schools today: disconnected instruction. Too often, Tier 1 instruction, small groups, intervention, tutoring, and progress monitoring all operate as separate systems. Teachers are working incredibly hard, but when instruction isn't aligned, students are left trying to navigate different routines, expectations, and approaches throughout the day. The problem usually isn't a lack of effort—and it isn't always the program. The problem is often the system. Join me as I explore why alignment matters more than effort, how consistent instructional routines support struggling readers, and what schools can do to create a more cohesive approach to literacy instruction. CLICK HERE FOR FULL SHOW NOTES

Before you start buying new resources, rewriting your literacy block, or planning every detail of next year, there is one thing that matters more than all of it: reflection. In this episode, I share why the most effective teachers don't begin summer planning by searching for new programs or activities. Instead, they start by examining what actually worked, what didn't, and which instructional routines truly supported student growth throughout the year. If you've ever felt pressure to completely reinvent your literacy instruction every summer, this episode will help you step back, simplify, and focus on what matters most. CLICK HERE FOR FULL SHOW NOTES