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Universal screening is one of the most powerful tools in a Multi-Tiered System of Supports (MTSS)—yet too often, it's also one of the most underutilized. That's what CORE Learning's Senior Director of Learning and Development Carrie Thomas Beck, Ph.D., explores with host Susan Lambert, Ed.D., on this new episode of Science of Reading: The Podcast. Together, Carrie and Susan discuss what universal screening is and why it's essential to any MTSS; how to use screening data to form groups and drive targeted instruction; how screener data reveals both individual student risk and the health of your system at the grade, building, and district level; and what a structured data-review protocol looks like in practice. Show notes: Find more Science of Reading resources on scienceofreading.amplify.com.Register for our upcoming Science of Reading program webinar series: Reading Comprehension in Action. Subscribe to Susan's new Science of Reading Substack.Explore the NCII Academic Screening Tools Chart. Quotes: "The other important question that universal screening data answers is: What is the health of your system?" —Carrie Thomas Beck "If you're going to review data and not have action steps, there's really no point." —Carrie Thomas Beck "If we're not serving a particular subgroup of students well, we really need to look at what we need to change with our instruction so that we can do a better job." —Carrie Thomas Beck "Let's not admire data. Let's act on it." —Carrie Thomas Beck

What does it take to help every student in grades 5–8 access complex texts—without ever lowering the rigor? That’s the question at the heart of this special Science of Reading: The Podcast episode, with author and education consultant Mitchell Brookins, Ph.D. Mitchell joins host Susan Lambert, Ed.D., to discuss his new book, Scaffolding Complex Texts: How to Plan and Teach for Deeper Comprehension in Grades 5–8. Together, Mitchell and Susan also discuss the misconceptions about comprehension that keep students stuck at the surface level; why scaffolds should be deployed at the hardest—not the easiest—parts of a text; and why teachers need to become expert listeners to guide deeper comprehension. Show notes: Read Scaffolding Complex Texts: How to Plan and Teach for Deeper Comprehension in Grades 5–8. Listen to Mitchell’s first Science of Reading: The Podcast episode, Leading with the head and the heart: Enacting lasting literacy change.Listen to Mitchell’s Beyond My Years’ episode, Cultivating critical thinkers in your classroom. Subscribe to Susan’s new Science of Reading Substack.Check out our Comprehension Insights from Season 10 Youtube Playlist. Join our Science of Reading community Facebook group.Quotes: “Comprehension to me is not the who, what, when, where. It’s not the gist. It’s insight.” —Mitchell Brookins “When you give students more, they do more.” —Mitchell Brookins Timestamps: 0:00 Introduction: Scaffolding complex texts, with Mitchell Brookins, Ph.D. 2:00 Mitchell’s background and journey 5:00 How Scaffolding Complex Texts came to be 10:00 Misconceptions about comprehension instruction 14:00 What educators need to understand about how students comprehend complex texts 19:00 What needs to change in classrooms 27:00 Making deep comprehension instruction consistent 34:00 Unintended consequences and cognitive flexibility 38:00 Closing thoughts: How writing the book transformed Mitchell *Timestamps are approximate, rounded to nearest minute

While Tier 1 instruction is the foundation of a successful Multi-Tiered System of Supports (MTSS), it is also the element we most often overlook. On this episode of Science of Reading: The Podcast, Sarah Brown, Ph.D., consultant and co-author of Effective Universal Instruction: An Action-Oriented Approach to Improving Tier 1, joins host Susan Lambert, Ed.D., to explore why this is and what it takes to give Tier 1 the attention it deserves. Together, Sarah and Susan also discuss common misconceptions about Tier 1; why a strong Tier 1 directly determines how targeted and intensive your interventions can be; and how to use data to assess whether your Tier 1 is truly working. Show notes: Download our free companion MTSS ebook! Learn more about building a sustainable, data-informed MTSS.Read Effective Universal Instruction by Sarah Brown, Kim Gibbons, and Brad Niebling.Read Routines for Reading Results by Sarah BrownLearn more about System Impact Consulting.Connect with Sarah Brown on LinkedIn.Listen to Season 3 of Amplify’s Beyond My Years podcast.Subscribe to Susan’s new Science of Reading Substack.Join our Science of Reading community Facebook group.Connect with Susan Lambert.Quotes: "Our labels don't define our students' skills and abilities. The quality and intensity of our instruction is really what matters." —Sarah Brown "We are running ourselves ragged trying to provide intervention for too many students." —Sarah Brown "Tier 1 instruction really deserves the same love and attention as your interventions and other tiers." —Sarah Brown "MTSS is a framework, not a roadmap, which means it doesn't look the same in every school." —Sarah Brown Timestamps*: 0:00 Introduction: Tier 1: The MTSS foundation, with Sarah Brown 3:00 Sarah Brown's background and path to MTSS 6:00 Defining Tier 1 instruction 10:00 What an effective Tier 1 looks like 14:00 Why a strong Tier 1 enables targeted intervention 17:00 Using data to assess your Tier 1 21:00 Common misconceptions about Tier 1 22:00 What Tier 1 intervention looks like 27:00 Common themes in Tier 1 38:00 Effective Universal Instruction and closing thoughts *Timestamps are approximate, rounded to nearest minute

What does it actually take to move a Multi-Tiered System of Supports (MTSS) from concept to practice? That's what University of Florida's Fien Endowed Professor of Special Education and University of Florida Literacy Institute Assistant Director Matthew Burns, Ph.D., explores with host Susan Lambert, Ed.D., on this new episode of Science of Reading: The Podcast. Together, Matt and Susan also discuss the real difference between an MTSS and Response to Intervention (RTI), and why the two get conflated so often; why strong core instruction is the foundation upon which everything else depends; and three trouble spots that can derail an MTSS: data use, team meetings, and intervention matching. Show notes: Sign up for our Literacy Data and MTSS Week.Learn more about the International MTSS Association and its Journal for MTSS.Connect with Matthew Burns on LinkedIn.Listen to Season 3 of Amplify’s Beyond My Years podcast.Subscribe to Susan’s new Science of Reading Substack.Join our Science of Reading community Facebook group.Connect with Susan Lambert.Quotes: "I would argue a well-embedded MTSS should be almost invisible." —Matthew Burns "Without good core instruction, nothing else matters." —Matthew Burns Timestamps*: 2:00 Introduction: Putting an MTSS into practice, with Matthew Burns, Ph.D. 4:00 What an MTSS is, and clearing up confusion with RTI 9:00 Common pitfalls in MTSS implementation 12:00 What effective professional learning communities look like 17:00 The history of the MTSS and curriculum-based measurement 21:00 Awareness vs. true understanding of MTSS use 23:00 Why core instruction has to come first, and how to target intervention 30:00 The International MTSS Association 36:00 Integrating academic and behavior support *Timestamps are approximate, rounded to nearest minute

MTSS explores the Multi-Tiered System of Supports (MTSS), from foundational concepts to practical implementation. To kick things off, Joan Schumann, Ph.D., founding executive director of the International MTSS Association, joins host Susan Lambert, Ed.D., to provide an overview of an MTSS—what it is, what it isn't, and its core elements. Together, Joan and Susan discuss the core beliefs that make or break an MTSS implementation, what a prevention-oriented mindset looks like in a school, and why early access to intervention is central to the MTSS framework.  Show notes: Sign up for our Literacy Data and MTSS Week.Learn more about the International MTSS Association and its Journal for MTSS.Connect with Joan Schumann on LinkedIn.Subscribe to Season 3 of Amplify's Beyond My Years podcast.Subscribe to Susan's new Science of Reading Substack.Join our Science of Reading community Facebook group.Connect with Susan Lambert.Quotes: "You cannot implement the [MTSS] framework if you don't believe all kids can learn." —Joan Schumann "If we all start engaging in these small shifts and calls for change, it'll be just like the Science of Reading, only it'll be the science of learning." —Joan Schumann "Don't underestimate the power of starting small, or raising a question in a meeting, or challenging a belief that you hear. I think it's through these small acts of courage that you can have a big impact." Timestamps*: 0:00 Introduction: MTSS 101, with Joan Schumann, Ph.D. 4:00 Joan's background and journey in education 9:00 An overview of MTSS 10:00 The core belief at the heart of MTSS 17:00 MTSS as a prevention-oriented system 19:00 Rethinking school structure 25:00 Common MTSS misconceptions 28:00 How MTSS and special education relate 33:00 Breaking down the core elements of MTSS 36:00 MTSS beyond literacy 38:00 The International MTSS Association 46:00 Final thoughts *Timestamps are approximate, rounded to nearest minute

Host Susan Lambert gives you a first look at Season 11 of Science of Reading: The Podcast, which will focus on using a Multi-Tiered System of Supports (MTSS). Along with her expert guests, Susan will take a close look at what MTSS really means, how its different components work, and what it takes to implement and scale it successfully in a real school or classroom. Check out the trailer to get a glimpse of the season's conversations on Tier 1, screening, intervention, progress monitoring, and data teaming, and see clips of the guests you can look forward to hearing from! Show notes: Get ready for the new podcast season with Literacy Data and MTSS Week, a free week of webinars. Subscribe to the new Science of Reading Substack.Listen to Season 3 of Beyond My Years.Join our community Facebook group. Connect with Susan Lambert.

In our latest Science of Reading: Essentials episode, Susan Lambert, Ed.D., draws on expert voices from across the podcast to show how assessment can be one of the most exciting and empowering tools an educator has at their disposal. Featuring Jan Hasbrouck, Ph.D.; Stephanie Stollar, Ph.D.; Kate Winn; Kymyona Burk, Ed.D.; Kajal Patel Below; Gina Biancarosa, Ed.D.; and Melissa Farrall, Ph.D., this episode covers the three types of assessment every educator needs—universal screening, diagnostic assessment, and progress monitoring—and how they work together; what the Oral Reading Fluency measure actually measures, why it matters, and how it's often misunderstood; and why assessing comprehension is so complex, and what teachers can do about it.  Show notes:  Check out all of our Science of Reading Essentials episodes.Sign up for our upcoming Assessment Webinar Series. Listen to Season 3 of Amplify’s Beyond My Years podcast.Listen to the full episodes:The right assessment and the right data with Dr. Jan HasbrouckAssessment as your best friend, with Kate Winn and Stephanie Stollar, Ph.D.Language is always an asset, with Kajal Patel BelowUnderstanding assessment, with Melissa Farrall, Ph.D.Reimagining comprehension assessment, with Gina Biancarosa, Ed.D.A proactive response to the adolescent literacy crisis, with Kymyona Burk, Ed.D.Subscribe to Susan’s new Science of Reading Substack.Join our Science of Reading community Facebook group.Connect with Susan Lambert.Quotes: “If you don’t have a question about your students, you don’t need to do more assessment. This should not be a compliance activity.” —Stephanie Stollar “We never want to do one iota, one second, one minute of extra assessment that we don’t have to do unless it answers a key question that makes us better teachers.” —Jan Hasbrouck “About 90% of all reading challenges are due to difficulty recognizing the words.” —Melissa Farrall “We don’t want more testing. We want the right kind of testing.” —Kymyona Burk “Once you ask a question, you can change what it is that someone has understood from what they read.” —Gina Biancarosa “When we love the kids, we want to do the best for them.” —Kate Winn “Ideally, kids would be assessed in their home language.” —Kajal Patel Below Timestamps*: 0:00 Science of Reading Essentials: Assessment 3:00 Why educators have complicated feelings about assessment 4:00 The three key questions every assessment should answer 6:00 Universal screening 8:00 Screening multilingual and English learners 11:00 Diagnostic assessment 12:00 Progress monitoring 15:00 Why alignment across all three tools matters 16:00 Teacher-administered and curriculum-based assessments 18:00 Oral Reading Fluency (ORF): what it is and why it matters 24:00 Why ORF is widely misunderstood 28:00 The challenges of assessing comprehension 38:00 Key takeaways and next steps *Timestamps are approximate

On this encore episode of Science of Reading: The Podcast, host Susan Lambert, Ed.D., is joined by Brittney Bills, Ed.D., educator and senior manager of literacy partnerships at Amplify. Brittney explains what a Multi-Tiered System of Supports (MTSS) is and how it centers on prevention, rather than intervention. She also talks about the intersection of universal screening data and an MTSS, and provides advice on evidence-based strategies and techniques to make a positive impact in your classroom. Drawing on examples from her former district, Brittney discusses how to prevent burnout, use data effectively, and support ongoing improvement. Show notes:  Connect with Brittney Bills on LinkedIn.Listen to Season 3 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert.Quotes: "[An] MTSS is not a thing that lives outside of the Science of Reading. They're two things that complement each other very, very well." —Brittney Bills "We need better processes that we can apply more widely to effectively arrive at our outcomes for our students who need more intensive support." —Brittney Bills "It's the student's needs that should drive the decisions, not a cool presentation that we saw at a conference." —Brittney Bills Timestamps*: 0:00 Introduction: Implementing MTSS with Brittney Bills, Ed.D. 2:00 Brittney's Science of Reading journey 5:00 Pursuing leadership 6:00 Bringing literacy and MTSS together 7:00 What is an MTSS? 9:00 Universal tier as the first intervention 11:00 Key MTSS components: screening, fidelity, and progress monitoring 17:00 Student need should drive decisions 18:00 Class-wide intervention and leveraging data efficiently 21:00 Rethinking small-group instruction 30:00 Data analysis tools for grade-level PLCs 35:00 MTSS as continuous support 42:00 Closing thoughts: "MTSS is not another thing, it is the thing." *Timestamps are approximate

In this episode of Science of Reading: The Podcast, host Susan Lambert, Ed.D., does something a little different, sharing her own research alongside that of her guest, Sonia Cabell, Ph.D. Together, they trace how Sonia's large-scale Institute of Education Sciences (IES) study directly inspired Susan's dissertation, and what that process reveals about how evidence in literacy education actually gets built. Susan and Sonia also discuss what Sonia's IES study on content-rich literacy instruction found; how Susan's own dissertation research built directly on those findings; what it really means for research to "accumulate" and why it matters for classroom practice. Show notes: Sign up for our fall Literacy Data and MTSS Week.Listen to Sonia's previous Science of Reading: The Podcast appearances:Deconstructing the Rope: Language comprehensionResearch, comprehension, and content-rich literacy instructionRead Sonia's book, Strive-for-Five Conversations: A Framework That Gets Kids Talking to Accelerate Their Language Comprehension and Literacy.Learn more about the Florida Center for Reading Research.Check out Sonia's IES study.Listen to Reid Lyon, Ph.D., on Science of Reading: The PodcastEmbracing the complexity of learning to read, Part 1 and Part 2Systematizing literacyListen to Season 3 of Amplify's Beyond My Years podcast.Subscribe to Susan's new Science of Reading Substack.Join our Science of Reading community Facebook group.Connect with Susan Lambert. Quotes: "The Science of Reading is not like a product. It's not a thing. It's an ever-accumulating body of work." —Sonia Cabell "You're doing better than you think. Keep being a learner." —Sonia Cabell "It's the accumulation of research over time that leads us to an evidence base, not just any one study." —Sonia Cabell Timestamps*: 0:00 Introduction: How research builds on research 3:00 Sonia's research focus: oral language as the foundation of reading 7:00 The origin of the IES study 10:00 Sonia's study design and what cut it short 16:00 Results of the IES study 23:00 What is an IES study? 25:00 Causation versus correlation 28:00 Susan's dissertation: building on Sonia's research 31:00 What Susan found 35:00 "It's not about just one landmark study" 41:00 Trusted organizations for educators 44:00 Reasons for optimism 48:00 Closing thoughts *Timestamps are approximate

In this final episode of our four-part adolescent literacy miniseries, Susan Lamber, Ed.D., is joined by Kymyona Burk, Ed.D., a senior policy fellow for literacy at ExcelinEd and former Mississippi state literacy director and secondary English teacher. Together, Susan and Kymyona connect what we know from early literacy to the urgent needs of middle school reading, including the policies, professional development, and practices it will take to reach the adolescent readers who need us most. They also explore what comprehensive adolescent literacy policy must include, what other states' legislative momentum for secondary literacy can teach us, and why literacy belongs in every content-area classroom. Show notes: Check out our Science of Reading resources for grades 6–8.Read the Educator Preparation Program Literacy Policy Playbook.Learn more about the Advancing Adolescent Literacy Model Policy.Listen to Kymyona Burk's episode from Season 5.Learn more about Kymyona Burk.Connect with Kymyona Burk on LinkedIn.Get ready for Season 3 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert. Quotes: There's a literacy crisis in middle and high school, too." —Kymyona Burk "We've been ver proactive with early literacy, but more reactive, I believe, in adolescent literacy." —Kymyona Burk "Think more about what the students need in response to data instead of pacing." —Kymyona Burk Timestamps*: 0:00 Introduction: Adolescent literacy policy, with Kymyona Burk, Ed.D. 5:00 "I knew how to teach English, but I did not know how to teach reading." 7:00 Comparing and contrasting early literacy and adolescent literacy policy 12:00 What good adolescent literacy policy looks like 15:00 The case for universal screeners in middle school 18:00 The Virginia Literacy Act and other states building momentum 24:00 Professional development for middle and high school educators 28:00 Advice for secondary educators 33:00 "Think more about what students need in response to data instead of pacing" 35:00 Educator preparation programs: the next frontier 39:00 Closing thoughts *Timestamps are approximate

In this third episode of our four-part adolescent literacy miniseries, Susan Lambert, Ed.D., speaks with Jeanne Schopf, interventionist, national literacy consultant, and editor of the new book Reading Isn't Optional: Fulfilling the Promise of Literacy for Secondary Students. Susan and Jeanne discuss why belief systems about at-risk readers are often the biggest barrier to change, and why that's true at every level of a school system. They also explore how scheduling, data, and coaching serve as system-level levers that principals and teachers can use to transform secondary literacy outcomes—and why leadership remains the single most powerful lever of all. Show notes: Our Summer Learning Academy is underway! Reserve your spot now to join Susan Lambert for the next session and dive deeper into the latest reading comprehension research.Check out our Science of Reading resources for grades 6–8.Read Jeanne's book Reading Isn't Optional: Fulfilling the Promise of Literacy for Secondary Students.Check out Improving Adolescent Literacy: Effective Classroom and Intervention Practices.Read Providing Reading Interventions for Students in Grades 4–9.Listen to "Focused Implementation: Doing less to do more," with Doug Reeves, Ph.D.Get ready for Season 3 of the Amplify podcast Beyond My Years.Read Susan's NEW Science of Reading Substack.Join our community Faceook group.Connect with Susan Lambert. Quotes: "Everything rises and falls on leadership." —Jeanne Schopf "I had to learn that people don't care how much you know until they know how much you care." —Jeanne Schopf "If we really, truly want to change kids' lives and graduate readers, it's going to take all hands on deck. Everybody has to have a voice." —Jeanne Schopf "Success is a team sport." —Jeanne Schopf Timestamps*: 0:00 Introduction What adolescent readers really need, with Jeanne Schopf 3:00 Jeanne's journey from whole language to structured literacy 7:00 Discovering structured literacy 10:00 "We fall to the level of our systems" 15:00 "Everything rises and falls on leadership." 20:00 Belief systems and their impact on instruction and expectations 22:00 Building intervention time into the secondary schedule 26:00 What a good data meeting looks like 30:00 Reading Isn't Optional as a call for action 34:00 Inside the book: from belief to transformation 42:00 Oral language and scaffolding grade-level text 46:00 "You were never taught to read and it's not your fault" 47:00 Closing thoughts *Timestamps are approximate

In the second episode of a special four-part Science of Reading: The Podcast adolescent literacy miniseries, Susan Lambert, Ed.D., speaks with Julie Burtscher Brown, Ed.D. a PreK–12 literacy facilitator. Julie talks about how she and her colleagues built a whole-school literacy initiative from the ground up, and what three years of data about it then revealed. Together, she and Susan also discuss why a few targeted, evidence-based practices (not sweeping overhauls) were what actually moved the needle for Julie's students; how content-area teachers can begin supporting literacy without reinventing their lessons; and what real, measurable change can look like at the secondary level when a whole school commits to the same practices.  Show notes: Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert to dive deeper into the latest reading comprehension research.Check out our Science of Reading resources for grades 6-8.Connect with Julie Burtscher Brown on LinkedIn.Learn more about the Project for Adolescent Literacy.Explore Structured Literacy Interventions with Secondary Students.Review the IES 2022 Practice GuideWatch: Anita Archer: Secondary Reading—Implementing High-Leverage Practices.Get ready for Season 3 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert. Quotes: "Adolescent literacy is enormous and multifaceted. There's specialized instruction that needs to happen." —Julie Burtscher Brown "If you think of the word 'intervene' as a verb, it means to take action to prevent a predictable outcome." —Julie Burtscher Brown "Real, meaningful change can happen." —Julie Burtscher Brown "We reframed the word 'intervention' as an action, not a place." —Julie Burtscher Brown Timestamps*: 01:00 Introduction: Actually moving the needle for adolescent readers, with Julie Burtscher Brown, Ed.D. 09:00 A structured literacy program at Vermont's Woodstock Union High school and Middle School 11:00 Grouping students by readiness 17:00 Moving toward a whole-school literacy initiative 23:00 High-leverage practices #1 and #2: Reading accurately and fluently 30:00 High-leverage practices #3 and #4: Building word and world knowledge and accessing complex texts 39:00 Building teacher leadership 44:00 "Adolescent literacy is enormous and multifaceted. There's specialized instruction that needs to happen." 46:00 Closing thoughts: what three years of whole-school effort produced *Timestamps are approximate

In this first episode of our special four-part Science of Reading: The Podcast Adolescent Literacy miniseries, Susan Lambert, Ed.D., speaks with Doug Fisher, Ph.D., a celebrated professor, author, and one of the most influential voices in adolescent literacy. They explore what the evidence really tells us about supporting adolescent learners, and what it means for classroom practice. They also discuss why Doug and his colleagues set out to find a new model for adolescent literacy, how self-efficacy powers literacy development in adolescent learners and what teachers can do to build it, and what "foundational skills" in reading truly means for adolescent readers—and why it is non-negotiable. Show notes: Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into the latest reading comprehension research.Check out our Science of Reading resources for grades 6–8. Connect with Doug on LinkedIn.Learn more about Doug’s book, Teaching Foundational Skills to Adolescent Readers.Read Doug’s article, A Model for Adolescent Reading Instruction.Get ready for Season 3 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert.Quotes: "Our literacy skills contiue to grow across our lifetimes." —Doug Fisher "The human brain operates on language, and reading, writing, speaking and listening, are the language operating systems of our brain." —Doug Fisher "The word 'foundational' to me means not optional." —Doug Fisher "Literacy is a gatekeeper. If we can develop stronger literacy skills in our student, we will change their lives." —Doug Fisher "The passion that educators bring also makes learning relevant." —Doug Fisher Timestamps: 0:00 Introduction: New adolescent literacy mini-series 02:00 Foundational skills for adolescent learners, with Doug Fisher 06:00 "Our literacy skills continue to grow across our lifetimes 08:00 In search of a new adolescent literacy model 14:00 Distinguishing early, general, and disciplinary literacy 17:00 Why the Reading Rope was not designed for adolescent learners 19:00 Introducing the reading circuit and self-efficacy 27:00 Sentence level analysis 31:00 Building self-efficacy through academic risk taking 34:00 Redefining "foundational skills" for adolescent readers 38:00 What this looks like in high school classrooms 43:00 Teacher self-efficacy and the joy of student learning 48:00 Closing thoughts: "Literacy as a gatekeeper" *Timestamps are approximate

On this Science of Reading Essentials episode we're diving into the science of learning to explore how memory, cognitive load, and knowledge building can transform your literacy instruction. Host Susan Lambert, Ed.D., weaves in the insights of our experts—Natalie Wexler; Nathaniel Swain, Ph.D.; Hugh Catts, Ph.D.; Daniel Willingham, Ph.D.; Peter C. Brown; Jamey Peavler, Ed.D.; and David Rapp, Ph.D. Susan reflects on: how memory works and why understanding its processes is foundational to effective teaching; why cognitive load theory and background knowledge are game-changers for literacy instruction; evidence-based strategies that make learning stick. Show notes: Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into reading comprehension research.Check out full episodes with our featured guests: The science of learning, the humility of teaching, with Peter C. BrownComprehension is not a skill, with Hugh CattsWhen not to differentiate: A guide to small-group instruction with Jamey PeavlerThe truth behind learning, with Nathaniel SwainThe Knowledge Gap: Natalie WexlerCognitive science-informed teaching, with Natalie WexlerUnlocking reading: Comprehension strategies vs. knowledge building, with Daniel WillinghamThe science of memory and misinformation, with David RappListen to Amplify's Beyond My Years podcastCheck out our Science of Reading Essentials episodes. Join our community Facebook group.Connect with Susan Lambert.Quotes: "Memory is a cognitive process. It's the way the brain encodes, stores, and retrieves information." —Susan Lambert Timestamps*: 0:00 Introduction 05:00 Memory is a cognitive process 07:00 Cognitive load theory 10:00 Role of long-term memory for reading 15:00 Process of building knowledge in long-term memory 21:00 You can't learn something new if it doesn't connect to something you already know. 24:00 Applying learning science to the literacy classroom 30:00 Power of writing 31:00 Final advice *Timestamps are approximate

On this week’s episode of Science of Reading: The Podcast, Susan Lambert, Ed.D., is joined by one of the most influential people in American education, Reid Lyon, Ph.D., to explore what it takes to make systemic change in literacy instruction. Together, Reid and Susan also discuss how literacy education could benefit from a shared vocabulary, how systems must work together from teacher preparation to classroom implementation, and what we can do to close the implementation gap. Show notes: Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into the latest reading comprehension research.Learn more about Reid Lyon’s 10 Maxims of Reading Instruction.Learn more about Drexel University's ALLIED Hub for literacy education.Download our free Science of Reading Change Management Playbook.Listen to our previous episodes with Reid Lyon (Sept. 2023, Part 1 & Part 2).Get ready for Season 3 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert.Quotes: "I know we've let children down, but boy have we let teachers down." —Reid Lyon "The hallmark of a profession is a common language displaying a common knowledge." —Reid Lyon "How is it that we know so much yet we are still far behind the curve in helping the majority of struggling readers learn to read?" —Reid Lyon "Much of our difficulties moving the science [of literacy] into classrooms is a function of not having established ourselves as a profession." —Reid Lyon "We have a responsibility to use the best information possible that has taught us how we can improve the person's life." —Reid Lyon "Assessment is a great friend." —Reid Lyon Timestamps*: 00:00: Introduction: Systematizing literacy with Reid Lyon, Ph.D. 07:00: We are still far behind the curve in helping the majority of struggling readers learn to read.  11:00: The hallmark of a profession is a common language displaying a common knowledge. 18:00: Listening and speaking occur with exposure and being showered with language around us. 23:00: The science of reading is not a belief system. It's a container with facts that constantly evolves.  29:00: Can the field of literacy have a common language and common knowledge? 35:00: The systemic challenge is understanding the whole picture. 41:00: Assessment is a great friend. 48:00: Explanation of the evolving 10 Maxim Framework 52:00: What is the work happening at Drexel? *Timestamps are approximate, rounded to nearest minute