Teaching Literacy Podcast

In this episode of the Teaching Literacy Podcast, host Jake Downs discusses with Dr. Michael Coyne from the University of Connecticut the concept of advanced phonemic awareness and its implications for early reading proficiency. Dr. Coyne shares findings from his recent study that examines the impact of using oral-only advanced phonemic awareness instruction on first graders. They explore the theoretical underpinnings, practical recommendations for teachers, and the overall relevance of these findings to classroom practice. Tune in to understand the nuanced debate around advanced phonemic awareness and its role in effective literacy instruction. 00:00 Introduction to Advanced Phonemic Awareness01:33 Guest Introduction: Dr. Michael Coyne02:25 Defining Phonological and Phonemic Awareness06:29 Research on Phonemic Awareness10:04 Advanced Phonemic Awareness: Concepts and Tasks12:17 Theoretical Underpinnings and Critiques20:21 Study Overview: Curriculum and Implementation26:55 Study Design and Measures29:44 Evaluating Phonemic Awareness Instruction30:46 Study Results: Phonemic Awareness Outcomes32:54 Near Transfer Outcomes: Word Reading and Fluency34:53 Exploring Differential Benefits37:39 Recommendations for Phonemic Awareness Instruction42:17 Balancing Oral and Integrated Phonemic Awareness Activities50:15 Optimism in Literacy Research and Instruction52:29 Jake’s Take on Teaching Phonemic AwarenessReference:Coyne, M. D., McCoach, D. B., Santoro, L. E., Gentile, M., Rodrigues, C., & Kastner, P. (2025). The Effects of Advanced Phonemic Awareness Instruction in First Grade. The Elementary School Journal, 000–000. https://doi.org/10.1086/737952

How can we best apply the Science of Reading to support multilingual learners? This episode tackles that critical question with Dr. Steven Amendum from the University of Delaware.We explore how evidence-based literacy instruction must leverage a student’s first language as a key asset, not a barrier. Dr. Amendum breaks down practical teaching strategies to boost decoding and reading comprehension for bilingual and multilingual students in diverse classrooms.You’ll also learn how to build effective collaboration between classroom teachers and language specialists and hear about the research-demonstrated impact of the Bella professional learning program. If you’re looking for actionable, research-driven approaches to support your English learners, this episode is a must-listen. 00:00 – Introduction and overview of the episode02:07 – Current support and challenges for multilingual learners in schools04:29 – State vs. federal roles and legislation for multilingual learners06:49 – Key research: Importance of first language (L1) in English reading development09:21 – Cross-linguistic transfer and leveraging home language as an asset11:09 – Oral language, vocabulary, and comprehension strategies in L1 and L213:44 – Practical strategies for teachers: supporting students without knowing their L117:30 – Previewing text language and other evidence-based practices21:28 – Benefits of these strategies for all students23:00 – Decoding, fluency, and phonological awareness across languages25:54 – Instructional strategies: Blend as you go & Say it, move it34:29 – Peer support and collaborative learning36:10 – Effective teacher collaboration and professional learning41:00 – Evidence of impact: Bella program and student outcomes44:35 – Final thoughts and optimism for literacy research46:18 – Jake’s TakeReference:Kittle, J. M., Amendum, S. J., & Budde, C. M. (2024). What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews. Educational Psychology Review, 36(4), 108. https://doi.org/10.1007/s10648-024-09942-6

In episode 69 of the Teaching Literacy Podcast, host Jake Downs speaks with Dr. Kay Wijekumar, Houston Endowed Chair in the Department of Teaching and Learning and Culture at Texas A&M University. They discuss the importance of teaching students to generate rather than find the main idea in texts, detailing Dr. Wijekumar’s evidence-based KAT framework (Knowledge Acquisition and Transformation). The episode delves into how the main idea is foundational for reading comprehension and explores practical strategies for teachers, touching on the inefficacies of current curricular practices. Dr. Wijekumar highlights her website, literacy.io, which offers resources and professional development for educators. The conversation also includes a discussion on the critical role of text structures, and how principals and coaches can support teachers in implementing these strategies effectively. 00:00 Show Opening02:23 Literacy as a Civil Right04:47 Literacy.io: A Resource for Teachers08:48 Challenges in Identifying the Main Idea12:10 Generating vs. Finding the Main Idea15:49 Knowledge Acquisition and Transformation (KAT) Framework25:11 Text Structure and Main Idea34:15 Cause, Problem, Solution Text Structure35:59 Identifying Causes and Solutions in Education38:59 The KAT Framework: Knowledge, Acquisition, and Transformation40:31 Implementing the KAT Framework in Classrooms41:37 Scaffolding and Sentence Stems for Effective Learning49:03 Inference Questions and Background Knowledge01:00:59 Teachers and Coaches: Improving Main Idea Identification01:07:55 Conclusion and Optimism for Literacy Instruction01:10:40 Jake’s Take: What Matters Most? ReferencesHudson, A. K., Owens, J., Moore, K. A., Lambright, K., & Wijekumar, K. (2021). “What’s the Main Idea?”: Using Text Structure to Build Comprehension. The Reading Teacher, 75(1), 113–118. https://doi.org/10.1002/trtr.2016Rice, M., & Wijekumar, K. (2024). Inference skills for reading: A meta-analysis of instructional practices. Journal of Educational Psychology, 116(4), 569–589. https://doi.org/10.1037/edu0000855Rice, M., Wijekumar, K. (Kay), Lambright, K., & Stack, A. (2024). Promoting Inference Generation: Using Questioning and Strategy Instruction to Support Upper Elementary Students. The Reading Teacher, 78(2), 121–130. https://doi.org/10.1002/trtr.2353Wijekumar, K., Beerwinkle, A., McKeown, D., Zhang, S., & Joshi, R. M. (2020). The “GIST” of the reading comprehension problem in grades 4 and 5. Dyslexia, 26(3), 323–340. https://doi.org/10.1002/dys.1647Wijekumar, K., Hudson, A., Lambright, K., Owens, J. K., Binks-Cantrell, E., Beerwinkle, A., & Stack, A. (2023). Knowledge acquisition and transformation (KAT) using text structures. The Reading League Journal.

Dr. Adrea Truckenmiller and Dr. Eunsoo Cho discuss building a strategic assessment system in literacy education. They cover how to use data to inform reading instruction, the difference between screeners, diagnostics, curriculum based measures, and computer adaptive tests, and the importance of reliability in assessments. Common pitfalls like over-testing and teaching to the test are addressed, along with practical advice for setting up a coherent and actionable assessment framework in schools. Show Documents:Michigan Department of Education (2020). Early literacy assessment systems that support learning. Lansing, MI: Authors. https://www.michiganassessmentconsortium.org/wp-content/uploads/ELAS_Guide_2020_v5.pdfTruckenmiller, A. J., Cho, E., Bourgeois, S., & Friedman, E. (2024). Uses and Misuses of Commercial Reading Assessment: An Applied Framework for Decision Making in Grades K through 6. The Reading Teacher, 77(5), 609–623. https://doi.org/10.1002/trtr.2274Truckenmiller, A., Coyne, M., Valentine, K., & Moura, P. (2025). Independent Researcher Review of Commercial Reading Screening Assessment Suites May 2025. https://doi.org/10.35542/osf.io/vrn3g_v1 00:00 Introduction and Welcome02:36 The Importance of a Strategic Assessment System05:25 Different Stakeholders, Different Data Needs09:50 Assessment of Learning vs. Assessment for Learning13:31 The Myth of the One Perfect Assessment17:18 Understanding Screener, Diagnostic, and Progress Monitoring Assessments28:26 CBM vs. CAT: Formats of Assessment34:42 Accuracy in Assessment: Sensitivity and Specificity38:05 Balancing Sensitivity and Specificity in Assessments39:22 Importance of Reliable Assessments40:40 Challenges of Over and Under Identification45:12 Informal Reading Inventories: Pros and Cons46:14 Modern Assessments and Their Advantages54:48 Common Pitfalls in Data Usage57:15 Over Testing and Its Implications01:00:35 Teaching to the Test: A Critical Look01:06:24 Building a Coherent Assessment System01:13:55 Optimism for the Future of Literacy Research

Guest host Dr. Kristin Conradi Smith interviews Dr. Jake Downs about the ‘secret soup’ of highly effective K-2 teacher teams. Link to Jake’s Study: https://www.mdpi.com/2227-7102/15/2/259 Downs, J., Martz, K., & Mohr, K. (2025). Exploring the Instructional Effectiveness of High-Growth K-2 Teacher Teams in Foundational Reading. Education Sciences, 15(2), https://doi.org/10.3390/educsci15020259 Link to ULEAD Report: https://schools.utah.gov/ulead/uleadfiles/reports/ipr/Instructional%20Clarity%20Early%20Lit%20IPR.pdf Please write a short impact statement for Jake’s USU review packet (and thank you!): https://forms.gle/QcUs8ciMcAy2yG6L6 Episode Outline & Show Notes 00:00 — Host Introduction & Listener Call-to-ActionJake asks listeners for impact statements to support his third-year review. 01:23 — Guest Host IntroductionKristin Conradi Smith introduces herself and the episode’s focus on effective K-2 teacher teams. 01:44 — Introducing Jake & Study OverviewKristin introduces Jake as the guest, outlines his research on high-growth teacher teams. 02:20 — Defining Teacher EffectivenessJake discusses different ways to define “effectiveness” and the study’s focus on student growth. 04:07 — Why Study Teams?Jake explains the importance of studying effective teams, not just individual teachers. 06:32 — District BackgroundJake describes the “Lincoln School District,” its shift in reading instruction, and its reputation for growth. 09:00 — Study Methods: Quantitative DataJake explains how teams were identified using ACADIS data and effect sizes. 11:32 — Student Growth ResultsJake shares impressive proficiency gains by grade level and discusses effect sizes. 13:43 — Mixed Methods & Qualitative InterviewsTransition to focus group interviews with teacher teams and how themes were identified. 16:36 — Theme 1: CollaborationTeams engage in active, data-driven collaborative planning and shared student ownership. 21:23 — Theme 2: Affordances for InstructionTeachers describe autonomy, flexibility, and supportive professional development. 28:59 — Theme 3: Data Practices & Goal SettingRegular data meetings, intentional goal setting at team/class/student levels, and actionable use of data. 41:29 — Theme 4: Teacher FactorsDiscussion of teacher knowledge, beliefs, and collective efficacy. 44:57 — Key Takeaways & ReflectionsJake and Kristin reflect on the “secret soup” of effective teams, the importance of systems, and actionable insights for schools. 53:21 — Assessment & Goal Setting in PracticeHow effective teams use assessment and goal setting to drive instruction. 57:20 — Teacher DevelopmentThe value of both top-down and bottom-up professional learning. 1:00:26 — Final Thoughts & OptimismJake and Kristin discuss optimism for the future of reading research and practice. 1:04:02 — Closing & Kristin’s TakeKristin summarizes the study’s impact and calls for more collaborative, teacher-centered research.

Melissa and Lori invited Jake to discuss Synchronous Paired Oral Reading Techniques (SPORT) — Listen to the episode here!Please write a short impact statement for Jake’s USU review packet (and thank you!): https://forms.gle/QcUs8ciMcAy2yG6L6

Please write a short impact statement for Jake’s USU review packet (and thank you!): https://forms.gle/QcUs8ciMcAy2yG6L6 In this episode, host Jake Downs welcomes guest Dr. Freddy Hebert, a renowned literacy researcher, CEO/Founder of TextProject. The conversation covers topics such as the importance of automaticity, the core vocabulary, reading volume, and shifts in text complexity over the decades. They also dive into how teachers can better support students’ reading proficiency, particularly in early grades, and discuss actionable strategies for educators. The episode concludes with reflections on the current state and future of reading research and instruction. Link to TopicReads at TextProject: https://textproject.org/teachers/free-texts/topicreads-primary/ Link to figures mentioned by Dr. Hiebert: https://drive.google.com/file/d/1m36jgp8Dt055UrdEa73IQAFES7PPemc_/view Figure 1 shows the reading accuracy by percentile in grades 1-8. Figure 2 shows the ratio of rare words from core reading programs 1957-2014. Episode Overview01:51 Welcome to the Teaching Literacy Podcast02:28 Introduction to Reading Automaticity03:36 Defining and Understanding Reading Automaticity08:10 Core Vocabulary and Its Importance11:28 Challenges with Rare Words and Proper Names19:29 Implications for Teaching and Curriculum Design31:00 Introduction to TextProject.org31:21 The Importance of Reading Volume32:19 Engaging Students with Texts33:15 Statistical Learning and Vocabulary39:56 Challenges in Reading Programs46:15 Third Grade Reading Emphasis48:58 Complexities of English Orthography54:26 Optimism in Reading Research56:29 Conclusion and Final Thoughts

Jake interviews Dr. Steve Graham of the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University Please write a short impact statement for Jake’s USU review packet (and thank you!): https://forms.gle/QcUs8ciMcAy2yG6L6

Dr. Phil Capin joins the show to discuss 40 years of reading comprehension instruction. References: Capin, P., Dahl-Leonard, K., Hall, C., Yoon, N. Y., Cho, E., Chatzoglou, E., Reiley, S., Walker, M., Shanahan, E., Andress, T., & Vaughn, S. (2024). Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study. Scientific Studies of Reading, 1–30. https://doi.org/10.1080/10888438.2024.2418582 What Works Clearinghouse Practice Guides Mentioned by Dr. Capin Improving Adolescent Literacy: Effective Classroom and Intervention Practices: Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice Guide (NCEE #2008-4027). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Available at https://ies.ed.gov/ncee/wwc/docs/practiceguide/adlit_pg_082608.pdf Improving Reading Comprehension in Kindergarten Through 3rd Grade: Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Available at https://files.eric.ed.gov/fulltext/ED512029.pdf Foundational Skills to Support Reading for Understanding in Grades K–3: Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Available at https://ies.ed.gov/ncee/wwc/Docs/practiceGuide/wwc_foundationalreading_040717.pdf Providing Reading Interventions for Students in Grades 4–9: Vaughn, S., Gersten, R., Dimino, J., Taylor, M. J., Newman-Gonchar, R., Krowka, S., Kieffer, M. J., McKeown, M., Reed, D., Sanchez, M., St. Martin, K., Wexler, J., Morgan, S., Yañez, A., & Jayanthi, M. (2022). Providing reading interventions for students in grades 4–9 (WWC 2022007). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Available at https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf

Jake Downs talks with Dr. Blythe Anderson and Dr. John Strong about effective summer tutoring programs to prevent the summer slide in elementary reading. They discuss strategies such as small-group tutoring, differentiated instruction, and interactive read-alouds, based on multi-year research that shows significant gains in vocabulary, reading fluency, and foundational skills. The episode emphasizes the importance of data-driven decision-making and continuous improvement in summer programs, with implications for school-year instruction. 02:07 Understanding the Summer Slide02:54 Research on Summer School Programs07:00 Designing Effective Summer Tutoring Programs08:46 Training and Implementation of Tutors12:16 Session Format and Instructional Strategies18:31 Assessment and Differentiation27:21 Year Three Results and Findings42:25 Program Evolution Over the Years48:48 Big Lessons Learned from Summer School Programs58:52 Final Thoughts and Optimism for Literacy Research

Host Dr. Jake Downs is joined by Dr. Katherine O’Donnell, an Assistant Professor of Educational Psychology at the University of Utah, to discuss her research on student outcomes in states following the implementation of science of reading legislation. 03:02 Historical Context: Reading First Era09:37 Mississippi’s Science of Reading Legislation17:02 Comparative Analysis of State Outcomes29:08 Impact on Special Education and ELL Students34:58 Implementation Takes Time39:48 Why Did the ‘Advanced’ Category on NAEP balloon?42:56 NAEP SOR Outcomes as ‘Matthew Effects’48:26 Jake’s Take Capitalizing on Advantages

Dr. Danielle Colenbrander joins the show to discuss the benefits of morphology instruction with students. Reference:Colenbrander, D., Von Hagen, A., Kohnen, S., Wegener, S., Ko, K., Beyersmann, E., Behzadnia, A., Parrila, R., & Castles, A. (2024). The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis. Educational Psychology Review, 36(4), 119. https://doi.org/10.1007/s10648-024-09953-3

Dr. Cherish Sarmiento joins the show to talk about how fifth and eighth grade students use academic language in their writing. Importantly, we learn that words with seven or more letters may be one way to quickly identify academic words. Reference: Sarmiento, C. M., Truckenmiller, A. J., Cho, E., & Wang, H. (2024). Academic language use in middle school informational writing. British Journal of Educational Psychology, 00, 1–21. https://doi.org/10.1111/bjep.12724

In this episode, Jake is joined by Dr. Blythe Anderson to discuss her research with vocabulary instruction strategies. References: Anderson, B. E. (2024). Vocabulary Talk Moves: Using Language to Promote Word Learning. The Reading Teacher, 77(4), 439–452. https://doi.org/10.1002/trtr.2263 Anderson, B. E., Wright, T. S., & Gotwals, A. W. (2023). Teachers’ Vocabulary Talk in Early-Elementary Science Instruction. Journal of Literacy Research, 55(1), 75–100. https://doi.org/10.1177/1086296X231163117

In this episode, Dr. Marianne Rice joins Jake to discuss the different types of inferences and how teachers can support their students in generating inferences to enhance comprehension. For more information, be sure to check out literacy.io References: Rice, M., Wijekumar, K., Lambright, K., & Bristow, A. (2023). Inferencing in Reading Comprehension: Examining Variations in Definition, Instruction, and Assessment. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-023-09660-y Rice, M., & Wijekumar, K. (2024). Inference skills for reading: A meta-analysis of instructional practices. Journal of Educational Psychology, 116(4), 569–589. https://doi.org/10.1037/edu0000855 Rice, M., Wijekumar, K., Lambright, K., & Stack, A. (2024). Promoting Inference Generation: Using Questioning and Strategy Instruction to Support Upper Elementary Students. The Reading Teacher, 78(2), 121–130. https://doi.org/10.1002/trtr.2353

Utah Educators — let’s talk about fluency and comprehension!October 1 – Brigham CityOctober 7 – Salt Lake CityOctober 22 – St. GeorgeMake sure to sign up for both sessionsFluency: https://usbe.midaseducation.com/professional-development/courses/course/64621Comprehension: https://usbe.midaseducation.com/professional-development/courses/course/64623All sessions are free of charge and 7 relicensure hours will be credited for the full day.A big thanks to the Utah State Board of Education for facilitating these sessions.

In this episode, Drs. Tricia Zucker and Sonia Cabell join Jake to discuss their “Strive-for-Five Conversations” strategy for promoting oral language development through simple, serve and return style conversations in the classroom. References: Strive-for-Five Conversations, by Tricia Zucker & Sonia Cabell Cabell, S. Q., & Zucker, T. A. (2023). Using Strive‐for‐Five Conversations to Strengthen Language Comprehension in Preschool through Grade One. The Reading Teacher. https://doi.org/10.1002/trtr.2266 ‌Zucker, T. A., Cabell, S. Q., Oh, Y., & Wang, X. (2020). Asking Questions Is Just the First Step: Using Upward and Downward Scaffolds. The Reading Teacher, 74(3), 275–283. https://doi.org/10.1002/trtr.1943 ‌Zucker, T. A., Cabell, S. Q., & Pico, D. L. (2021). Going Nuts for Words: Recommendations for Teaching Young Students Academic Vocabulary. The Reading Teacher, 74(5). https://doi.org/10.1002/trtr.1967 ‌

In this episode Dr. Jake Downs joins us to talk about his research on Synchronous Paired Oral Reading techniques. Guest hosted by Dr. Chase Young. Reference: Downs, J., & Mohr, K. A. J. (2024). A Multilevel Meta-Analysis of Synchronous Paired Oral Reading Techniques in Elementary Classrooms. Literacy Research and Instruction, 0(0), 1–28. https://doi.org/10.1080/19388071.2024.2319654 Downs, J., Mohr, K., & Young, C. (2023). A historical narrative review of paired oral reading practices in elementary classrooms. Journal of Research in Reading, 46(1), 42–63. https://doi.org/10.1111/1467-9817.12413 Downs, J. D. (2021). A Multilevel Meta-Analysis of Paired Oral Reading Methods in Elementary Classrooms [Ph.D., Utah State University]. https://www.proquest.com/docview/2566075613/abstract/467966ECF20D4340PQ/1

Melissa Loftus and Lori Sappington join us on the show to discuss their recent book entitled “The Literacy 50: Real-World Answers to Questions About Reading That Keep You Up at Night” available through Scholastic. In this episode we discuss Melissa and Lori’s experiences in the classroom, what led them to start a podcast, and what they’ve learned in over 200 episodes of the Melissa and Lori Love Literacy Podcast. So many great thoughts in this episode that you won’t want to miss! After you are done listening make sure to check out the Melissa and Lori Love Literacy podcast and their book “The Literacy 50.”

My guests for this episode are here to discuss the role of dispositions, motivation, and agency within the classroom. Their names are Dr. Margaret Vaughn and Dr. Dixie Massey. Dr. Margaret Vaughn is a professor in the Department of Teaching and Learning at Washington State University and Dr. Dixie Massey teaches at Seattle Pacific University. They are the authors of Overcoming Reading Challenges Kindergarten Through Middle School recently published by Peter Lang Press.