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Science of Reading: The Podcast
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Science of Reading: The Podcast

Author: Amplify Education

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Science of Reading: The Podcast will deliver the latest insights from researchers and practitioners in early reading. Via a conversational approach, each episode explores a timely topic related to the science of reading.
47 Episodes
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Join Nancy Hennessy, past president of the International Dyslexia Association, as she unwinds vocabulary, a strand of Scarborough’s Reading Rope. In the latest episode of our Deconstructing the Rope series, Nancy defines the role of vocabulary and elaborates on the nuanced structures of comprehension in literacy instruction. She also highlights how to explicitly teach vocabulary to students through her research-backed, four-pronged approach.  Quotes:"Every one of the strands of the rope is important. If any strand frays, then reading is in jeopardy. ""Vocabulary instruction is really getting our students interested in words as the building blocks of our language." Resources:The Reading Comprehension Blueprint: Helping Students Make Meaning from Text by Nancy HennessyDaniel Willingham–Science & Education Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
Join Sonia Cabell, assistant professor at the School of Teacher Education at Florida State University, in the latest episode of our Deconstructing the Rope series as she unwinds language comprehension, a strand of Scarborough’s Reading Rope. Sonia explains the true definition of language comprehension in relation to the simple view of reading and highlights the role of parents and educators in the use of advanced language models in literacy development. She also reflects on the impact of the COVID-19 pandemic on teachers and families and discusses how it has highlighted the importance of education today.Quotes:“Young children are very smart. They know a great deal more than we give them credit for and they can do a lot more than we understand.”“Parents are childrens’ first teachers and so, to really embrace parents in childrens’ learning process is really critical.”Show Notes:Florida Center for Reading ResearchCore Knowledge Language ArtsWriting Into Literacy TEDx Talk by Sonia CabellEdWeek Science of Reading Article by Sonia CabellLive with the Author interviewThe Power of Conversations: Building Primary Grade Students’ Vocabulary and Comprehension in a Changing Educational Landscape by Sonia CabellTwitter: @SoniaCabellWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
In this special episode, Dr. Maria Murray, President and CEO of The Reading League, analyzes the intricacies of literacy instruction and shares common misconceptions that educators have about the science of reading. She explains why The Science of Reading: A Defining Movement coalition was founded: the belief of clear understandings of what the science of reading is and what it is not to promote the proper use of instructional practices aligned with the findings from the science of reading.Quotes:“What systems do we need to change and strengthen to ensure that everyone is successful?”“Nothing creates excitement more than success.”Resources:The Science of Reading: A Defining MovementThe Reading LeagueWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
Join Susan Neuman, Professor of Childhood and Literacy Education at the Steinhardt School at New York University, as she unwinds background knowledge, a strand of Scarborough’s Reading Rope. In the sixth episode of our Deconstructing the Rope series, Susan explains the important link between background knowledge and reading comprehension in the science of reading and shares about her five research-based principles to build knowledge networks in literacy instruction. She also highlights the connection between speech and reading and previews her upcoming studies on the role of cross-media connections in children’s learning.Quotes: “What you’re helping children do is create a mosaic; putting all those ideas together in a knowledge network. If you don’t do it explicitly, many children cannot do it on their own.”“We’ve got to start early. We’ve got to start immediately and know that children are eager to learn and use the content to engage them.”Resources:Book: "Giving Our Children a Fighting Chance" by Susan Neuman. More books in the link.Article: Developing Low-Income Children's Vocabulary and Content Knowledge through a Shared Book Reading Program by Susan Neuman and Tanya KaeferArticle: The information book flood: Is additional exposure enough to support early literacy development? by Susan NeumanWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
Join Dr. Bruce McCandliss, Professor at the Graduate School of Education of Stanford University, as he unwinds sight recognition, a strand of Scarborough’s Reading Rope. In the fifth episode of our series, Bruce explains the role of sight and word recognition in the science of reading and highlights the importance of the rapid integration of print, speech, and meaning. He also encourages listeners to be cognizant of the ever-changing, technological learning environment while nurturing young readers and writers.Quotes:“You’re continually developing the system of word recognition. It’s not a one-and-done kind of thing. It’s continually being refined; it becomes more and more automatic.““Word recognition is the ability to see a written word and then in your mind link it very precisely to how that word is spoken and what that word might mean.”Resources:Word Recognition in Beginning Literacy by Linnea EhriStanford University Educational Neuroscience InitiativeScience of Reading: The Podcast, Season 1 Episode 12 with Bruce McCandlissWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
Join leading experts Natalie Wexler, Ernesto Ortiz, Dr. Carolyn Strom, and Susan Lambert for a podcast on making the shift to the science of reading. In this special episode, they discuss how educators can implement the science of reading through an incremental change on all levels, from a classroom to entire districts. Sharing their research and both professional and personal experiences, the panelists share the leadership knowledge, training, and curriculum advice you’ve been looking for. Quotes: ”We need to show how research can translate to practice–making it accessible to teachers and deeply connect it to their local reality.” –Dr. Carolyn Strom, Professor of Early Childhood Literacy and Innovation at NYU“My advice for building leaders: you have the next bigger impact on students after teachers. It’s never too late to start and it’s okay to not know everything.” –Ernesto Ortiz, Principal at McDonald Elementary School, PAShow notes:Plain Talk about Literacy and Learning ConferenceErnesto's blog: Decoding LeadershipCarolyn Strom NYU BioNatalie's books:The Knowledge Gap: The hidden cause of America's broken education system--and how to fix itThe Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and GradeWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
Join Dr. Louisa Moats, President of Moats Associates Consulting, as she unwinds decoding, a strand of Scarborough’s Reading Rope. In the third episode of our Deconstructing the Rope series, Louisa highlights the significance of decoding in the science of reading and discusses the value of becoming students of our own language. She also mentions the reciprocal relationship between decoding and encoding and why both are essential to provide effective phonics instruction to children in the classroom.Quotes:“We need to be students of our own language so that when we accept the responsibility of teaching kids how it works, we’re very comfortable.”“We have much more insight into how kids learn any language-based academic skill, not only from neuroscience but also cognitive, developmental, linguistic, and educational intervention research.”Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
Join Alice Wiggins, Vice President of Instructional Design & Products at UnboundEd, as she unwinds word recognition, a strand of Scarborough’s Reading Rope. In the second episode of our Deconstructing the Rope series, Alice explains the role of word recognition in the science of reading and highlights the importance of explicit phonics instruction. She also urges listeners to advocate for an aligned curriculum to bring forth a systematic and equitable approach to reading for all students.Quotes:“By explicitly teaching sound spellings, we’re strengthening students’ abilities to read so they can learn more.”“For equity’s sake, we want to teach reading in a way that we cast the widest net possible and support the most students possible.”Resources:UnboundEdThe Reading Mind: A Cognitive Approach to Understanding How the Mind Reads by Daniel WillinghamLanguage at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It by Mark SeidenbergInternational Dyslexia AssociationThe Reading LeagueWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
Dive into our first episode as Dr. Jane Oakhill, Professor of Experimental Psychology at the University of Sussex, gives a high-level overview of Scarborough’s Reading Rope. She also emphasizes the importance of inferencing in comprehension, why the Simple View of Reading is still relevant almost 40 years later, and how each element of the rope comes together to deconstruct the complexity of reading.Quotes:“We’re often quite surprised at what children don’t understand and we make a lot of assumptions about things we find utterly trivial.”“It’s not just having knowledge that’s important, but also being able to activate that knowledge when appropriate.”Resources:Understanding and Teaching Reading Comprehension by Jane OakhillWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
Join Danielle Damico, Director of Learning Science at Amplify, as she explores the impact of the pandemic on at-risk students and those in need of intervention. She shares the insights drawn from DIBELS 8th Edition and highlights how data is now more important than ever in understanding where students are—whether assessments are administered in person or through a digital platform. Finally, she leaves our listeners with best practices to nurture readers moving forward and ensure growth and success through the end of the year.Quotes:“Teachers and students need the right tools to help accelerate student learning and growth–especially in early literacy.”“We need to lean on the data we can collect and the science of reading.”Resources:Instructional Learning Loss BriefAmplify Literacy HubWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
One of our most popular guests, Tim Shanahan, returns! In our most recent episode, he reminisces about the creation of the National Reading Panel in 1997 and the release of its subsequent groundbreaking report. He highlights how reading instruction has evolved and discusses how new research seems to be changing the landscape of the “reading wars” he thought were settled long ago.Quotes:“We continue to learn, and we continue to refine.”“When people are trying to tell you how you should teach, I think you need to ask some real basic questions about what evidence supports those recommendations.”Resources:National Reading Panel ReportThe Review of Educational Research JournalERIC, Educational ClearinghouseShanahan on Literacy BlogWhat Works Clearinghouse Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
Join Sonia Cabell, Assistant Professor of Education at Florida State University, as she shares findings from her research trials on content-rich literacy curricula and whether activating students’ background knowledge alongside explicit phonics instruction is more effective than traditional approaches. She also explains what constitutes “compelling evidence” in the science of reading and why students need to interact with both written and spoken language while learning to read.Quotes:“The knowledge that you have about a particular subject matters for your reading comprehension.”“When I think about content-rich English language arts, I think about how we can integrate science and social studies into the language arts in ways that make sense.”Resources:Florida Center for Reading ResearchCore Knowledge Language ArtsWriting Into Literacy TEDx Talk by Sonia CabellNational Reading Panel Report 2000EdWeek Science of Reading Article by Sonia CabellSpecial Issue: The Science of Reading: Supports, Critiques, and QuestionsLive with the Author interviewThe Power of Conversations: Building Primary Grade Students’ Vocabulary and Comprehension in a Changing Educational Landscape by Sonia CabellTwitter: @SoniaCabell Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
Join Kelly Moran, Curriculum Supervisor of Chardon Local Schools in Ohio, as she shares her journey of implementing a curriculum based around the science of reading. Hear about the steps her district took to reshape literacy instructional practices and about the challenges they faced along the way. Find out how the fostering of reading achievement in students renders all efforts worthwhile. Quotes:“We’re really taking advantage of every minute of direct, explicit instruction we have with our students.”“Once we invested the time in professional development and high-quality materials aligned to the science of reading, we could see a difference.”Resources:Why Our Children Can't Read and What We Can Do About It: A Scientific Revolution in Reading by Diane McguinessNatalie Wexler’s The Knowledge Gap Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
Join Margaret Goldberg and Alanna Mednick from the Right to Read Project as they address the science of reading and its translation into easy practice for educators. They break down the Seidenberg and McClelland Four-Part Processing Model and explain how it relates to the simple view of reading. They also reflect on how educators should approach reading as scientists and be ready to teach in a way that may be uncomfortable for a time—the “labor of love” stage of literacy instruction.Quotes:“We should anticipate reading difficulties and we should be prepared to be able to address them.” —Margaret Goldberg“We need to go at the pace of the child and we can’t leave anything up to chance.” —Alanna MednickResources:The Seidenberg & McClelland Four-Part Processing ModelBeginning to Read: Thinking and Learning about Print by Marilyn AdamsNancy Young’s Ladder of ReadingRight to Read Project  Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
Join Afrika Afeni Mills—diversity, equity, and inclusion director of BetterLesson—as she reflects on race, culture, and identity in education. She’ll shed light on the significance of integrating students' schemas to nurture language comprehension in early literacy, discuss the difference between asset- and deficit-based teaching, and highlight the impact “windows and mirrors” have on students’ classroom experiences.Quotes:“A lot of the foundational work starts by making sure that we’re inquisitive about the resources we’re providing students.”“We don’t spend enough time thinking about students’ families as their first teachers.”Resources:BetterLessonAfrika’s Equity Guardian Facebook PageTedTalk by Chimamanda Ngozi Adichie: Danger of a Single StoryWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
Join Amplify interns Justin Pita, undergraduate at the University of Pennsylvania, and Tamara Morris, graduate of Stanford University, as they share their reading journeys. They highlight the major disparities and barriers that affected their academic experiences and reflect on how action must be taken by caregivers and educators to ensure that students across the nation have access to equal opportunities for achievement in literacy so that no student gets left behind.Quotes:“You don’t have to be great to start. You have to start to be great.” —Tamara Morris“Students nowadays don’t have the opportunities to hone in on literacy as much as we want them to.” —Justin PitaResources:HighJump ChicagoKumonJoin our Virtual Literacy Symposium on Thursday, Oct 15!Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
Join Dr. LaTonya Goffney, Superintendent of Schools for Aldine Independent School District in Texas, as she recounts her two-year journey with her team of district educators to adopt a new early literacy curriculum. Hear how they successfully challenged the traditional adoption process, studied the science of teaching reading, analyzed student data and experiences, and developed a district-wide set of beliefs and expectations. Quotes:“If you can read, you can go anywhere. Reading is a gateway to opportunity.”“As leaders, we have to be prepared to challenge the notion of low expectations."Resources:The Knowledge Gap: The hidden cause of America's broken education system--and how to fix it by Natalie WexlerWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
In our first international episode, join The Reading League CEO and President Maria Murray and La Trobe University Professor of Cognitive Psychology Pamela Snow as they reflect on the long history of the science of reading. They’ll explain the true definition of “the science of reading” and explore why this knowledge has not been translated for the practitioners that need it the most—teachers. Our guests will also discuss the pandemic’s silver lining: the opportunity to reflect on instructional practices and how to best support educators and students now, and in the future.Quotes:“The science of reading informs approaches in all areas of reading.” —Maria Murray“We’ve had knowledge for decades that has not been translated for the practitioners that need it the most.” —Pamela SnowResources:TheReadingLeague.orgFB Group: The Reading League Teacher Group - The Science of Reading is For YOU!Annual Conference: The Science of Reading: Now More Than EverDavid Kilpatrick’s “Essentials of Assessing and Preventing Reading Difficulties”Want to discuss the episode? Join our Facebook group Science of Reading: The Community.
Join us in reflecting on Season One and preview what’s in store for an exciting Season Two. In this special episode, we visit the highlights of Season One, with key clips from Emily Hanford, Natalie Wexler, Ernesto Ortiz, David and Meredith Liben, and Shawn Joseph, and other moments that inspired us and changed how we think about literacy.Quotes:“When our first episode launched last year, we had no idea what it might become, only hope that you would find it helpful to grow your knowledge and impact."“So much progress has been made in spite of some recent challenges—or maybe because of them.”Resources:Virtual Literacy Symposium on Oct. 15, 2020Learning to Read: Primer Part OneLearning to Read Primer: Part TwoWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
Join Dr. Catherine Barnes, CEO of Sudden Impact Solutions and leader of the Black Parents Support Network, as she addresses the shortcomings of the educational system during the pandemic in underserved communities, the need for overcoming parents’ perceptions of judgment by educators, and how educators can foster relationships with parents in order to ensure continuous learning for students during these trying times. Quotes:“We are not coming in to judge parents and we are not expecting them to be teachers, but we do value what they bring to the table.”“We need to make sure that we are addressing students where they are today, socially as well as academically”Resources:Black Parent Support Network Facebook groupCo-organizers: Dr. Diedre Houchen, UF professorKarla Hutchinson, H.O.M.E Church youth advocate)Chanae Jackson, parent & parent organizerWant to discuss the episode? Join our Facebook group Science of Reading: The Community.
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Comments (1)

reza alipour

wow. it changed my whole process of learneng english

Mar 15th
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