Advertise on podcast: EDVIEW360

In this powerful episode, two of the most respected voices in literacy education—Dr. Louisa Moats and Dr. Tim Odegard—come together to discuss the urgent need for systemic change in how reading is taught, understood, and supported across the U.S. Drawing from decades of research, policy work, and classroom experience, they explore the persistent gaps between what science tells us about reading and what many educators are still expected to implement. Their conversation is candid, evidence-based, and deeply rooted in a shared commitment to literacy as a civil right. Dr. Moats reflects on the evolution of her work, including the impact of her seminal paper “Teaching Reading Is Rocket Science,” and the barriers that continue to prevent widespread adoption of structured literacy. Dr. Odegard brings a complementary perspective from his leadership at the Tennessee Center for the Study and Treatment of Dyslexia, highlighting the importance of teacher preparation, data transparency, and the moral imperative to serve all learners—including those with dyslexia. Together, they challenge assumptions, clarify misconceptions, and call for courageous leadership at every level of education. Listeners will walk away with a renewed understanding of what it means to teach reading well, and a renewed understanding of what is necessary to capitalize on the lessons of reading science.. This episode is essential for educators, administrators, policymakers, and advocates who want to move beyond buzzwords and toward meaningful, measurable change. What Dr. Moats and Dr. Odegard will discuss:  ●      Why “Teaching Reading Is Rocket Science” remains relevant today ●      Priorities for improving implementation of evidence-aligned instruction ●      Why higher education holds the key to sustaining literacy reform and preparing future teacher educators ●      What the national landscape of dyslexia laws reveals about progress—and what’s still missing in impact research  ●      Why current policies overemphasize foundational print skills while neglecting morphological and etymological depth in spelling and word study  ●      How oral language and comprehension continue to be overlooked in screening, curriculum adoption, and teacher preparation  ●      What Kansas and Ohio’s systemic literacy blueprints teach us about building coherent, statewide literacy systems     

Literacy is a human right. Every learner, regardless of the language spoken at home, deserves access to high-quality, evidence-based instruction that is both culturally and linguistically responsive. This is especially critical for the more than 5 million students in the United States whose heritage language is not English.

Join us for this insightful and inspiring discussion with a true literacy hero Margaret Goldberg, co-founder of The Right to Read Project. During this podcast, we’ll talk with Goldberg about the next step in the science of reading movement: Educators moving from research consumers to active research participants. While there’s been progress bringing research awareness to classrooms, we now face a moment where the future of reading science depends on practitioner involvement. This episode examines how educators have moved from implementing prescribed practices to actively seeking evidence-based approaches, and why this momentum can’t stagnate. With uncertain federal support for education research, we must bridge the “last mile” between research and practice—the phase that matters most to students and teachers. Drawing from personal experiences, this episode reveals what it means to move from research consumer to research contributor, including the moments that change how educators view and engage with scientific evidence. We’ll discuss research-to-practice partnerships and how thinking like a scientist can change classroom implementation. Listeners will learn: Where the science of reading movement stands todayWhy this isn’t another pendulum swing in educationThe importance of bridging the “last mile” between research and practiceWhat it feels like to move from research consumer to active participantPractical steps for joining research-to-practice partnershipsHow to approach classroom implementation with a scientific mindsetWhy practitioner involvement is essential for sustaining progressStrategies for participating in scienceEssential listening for educators, administrators, and literacy advocates ready to help shape the future of reading instruction and ensure research continues to benefit students in classrooms.

The “science of reading” often gets reduced to “phonics,” but there’s a lot of science that relates to reading comprehension as well.  If we look at typical comprehension instruction through the lens of cognitive science, it becomes clear that we’ve unintentionally made reading and writing much harder than they need to be by separating them from each other and from content-area instruction.  But cognitive science also tells us that a content-rich curriculum combined with explicit, manageable writing instruction can provide all the benefits of science-informed instruction and more. If we break down the artificial walls separating reading, writing, and learning, we can enable all students to reach their full potential. Listeners will learn: Why we need to do more than “fix phonics” if we want all students to become fully literateHow we’ve been making reading and writing harder than they need to beWhy it’s not possible to apply principles grounded in cognitive science to typical comprehension instructionHow a content-rich curriculum combined with explicit writing instruction can provide all the benefits of science-informed instruction—and more

Join us for this informative and enlightening podcast as we delve into the complexities and nuances of the Simple View of Reading (SVR). Our distinguished guest, Dr. Wesley Hoover, will explore how SVR remains a foundational cognitive theory that effectively captures the critical relationship between language comprehension and word recognition in determining reading comprehension. Dr. Hoover will discuss the key elements of the SVR, clarifying its purpose as a cognitive theory rather than a mere description or heuristic. Our conversation will reveal common misconceptions about reading, emphasizing that while it may seem simple, the interplay of its two critical components—word recognition and language comprehension—reveals a much richer complexity. Dr. Hoover will also introduce the Cognitive Foundations Framework (CFF), an extension of the SVR that expands our understanding of the skills and abilities required for achieving effective reading. Whether you’re a teacher, an administrator, or simply passionate about literacy, this podcast offers a deeper understanding of what it truly means to learn to read, the cognitive capacities involved, and how we can better support learners on their journey. Listeners will learn: An understanding of the SVR and its importance in reading comprehension researchThe complexities and limitations of the SVR, including some unanswered questions about reading skills and developmentThe roles of word recognition and language comprehension as the two essential proximal capacities necessary for reading successDetails about the Cognitive Foundations Framework (CFF) and how it serves to expand the SVR’s insights about reading skillsEffective strategies and approaches for reading instruction and remediation based on the insights derived from the SVR and CFFPractical applications for educators and parents to better support learners and foster reading proficiencyTune in for this thought-provoking conversation that will challenge assumptions and celebrate the intricacies of reading! Listeners will leave with a richer understanding of the cognitive foundations of reading and how to apply this knowledge in various educational contexts.

Join us for this fascinating discussion with David Kilpatrick, Ph.D., who has spent most of his career studying how we learn to read and the most effective ways to teach literacy. Dr. Kilpatrick explains how, with the right knowledge and tools, teachers can change lives because most word-level reading problems are correctable, and if we start early, preventable. The discussion will focus on how children learn to read and remember words and why some children struggle. Understanding the nature of word-level reading development and word-level reading problems will guide assessment, instruction, and intervention. Dr. Kilpatrick will emphasize how helping educators establish a knowledge base allows them to implement more effective instructional and intervention practices. Listeners will learn: How students turn unfamiliar words into familiar and instantly accessible written wordsWhy some students struggle in remembering written wordsHow to help students who struggle in word-level reading And more! 

In this insightful episode, we sit down with Dr. Maria Murray, CEO of The Reading League, to explore the transformative impact of evidence-aligned literacy instruction. Passionate about ensuring all students have access to effective reading education, Dr. Murray shares her journey, discusses the science of reading, and highlights why early intervention is key—especially for students struggling with dyslexia or learning English. Join us as we uncover:  The importance of early intervention and how it shapes literacy success How The Reading League is helping educators shift to evidence-aligned instruction Strategies to support struggling readers, including those with dyslexia Practical guidelines and tools for educators looking to improve reading outcomesThis is a must-listen for educators, school leaders, and literacy advocates dedicated to making reading instruction accessible, equitable, and impactful. Listen now and be part of the conversation on literacy transformation

Join us for this fascinating discussion about literacy, struggling secondary readers, and how to structure the Multi-Tiered System of Supports (MTSS) to give adolescents their best opportunity to catch up to grade level and move toward a successful future. Our guest, Michelle Elia, a nationally recognized literacy professional development provider and advocate for adolescent literacy, will discuss key components of MTSS at the secondary level and will share ways teachers can plan for successful literacy interventions. With inspiring direction, Elia will discuss challenges and successes from the field following her work in Ohio schools. Listeners will learn: Critical components of MTSS, specifically at the secondary levelHow to leverage assessment data to determine student skill deficitsThe importance of aligning interventions with student needsInstructional practices that can be implemented in core instruction across content areas to prevent further reading difficulties and support struggling readersWe hope you’ll join us for this informative and applicable presentation!

Supporting older, novice readers requires more than just phonics or comprehension strategies—it demands a multicomponent intervention approach. Students need structured instruction in vocabulary, syntax, text processing, and writing when working with complex texts. But for this to be effective, intervention must be intentional, well-planned, and fully supported. During this episode, Dr. Mitchell Brookins, a nationally recognized literacy practitioner, shares insights from a middle school in New Orleans, where a multicomponent intervention transformed how students engaged with rigorous texts. He breaks down why successful intervention isn’t just about what happens in the classroom—it also requires: ✅ A Structured Framework—A clear instructional model that ensures students get explicit, systematic instruction in vocabulary, syntax, text processing, and writing. ✅ Intentional Text Selection—Choosing texts that are both rigorous and accessible, ensuring they build students’ literacy skills while maintaining engagement. ✅ A Strong Coaching System—Teachers need consistent guidance and professional learning to sustain and refine their instructional practices—intervention is too vital for teachers to navigate alone. If you’re working with older struggling readers, this episode will challenge conventional approaches to intervention and equip you with the tools to help students succeed with complex texts—no matter their starting point.

Join us as we talk with Lindsay Kemeny, a parent, elementary school teacher, and author of, 7 Mighty Moves. In this inspiring and eye-opening discussion, Kemeny shares her journey into science-based reading after her son was diagnosed with dyslexia and depression. Kemeny will discuss the key changes she made in her classroom after taking a deep dive into effective literacy instruction.  As this conversation explores the intricacies of effective reading instruction supported by comprehensive research, Kemeny shares evidence-based “moves” that will give you a road map to elevate your teaching practices. Through real-world examples and interactive discussions, this conversation will help you build confidence in your reading instruction.  We’ll explore: Research-backed methodologies for effective reading instructionPractical, evidence-based teaching movesWays to develop confidence in reading instruction

Join us for an enlightening episode of EDVIEW360 Realizing the Promise of Reading Science by Staying the Course, where we bring together two pivotal figures in literacy education, Dr. Reid Lyon and Dr. Louisa Moats. These nationally recognized literacy experts share their invaluable insights about teaching children to read, addressing the intricate balance between what we know and what we practice. They’ll offer their views on progress in the field, and what else needs to happen to ensure widespread implementation of informed teaching that will lead to lasting gains for all students.  During this compelling conversation, Dr. Lyon and Dr. Moats reflect on the progress made in understanding the science of reading, the barriers that still exist in translating replicated scientific findings into practice, and the solutions required to overcome these barriers. They delve into the complexities of decision-making in education, emphasizing the need for informed, evidence-based practices. Despite significant advancements, they acknowledge the ongoing gap in teacher knowledge and training, calling for a clinical model that fosters mentorship, collaboration, and feedback based on the development and implementation of a common professional language. Listeners will gain an understanding of Dr. Lyon's “10 Maxims” of practice derived from research as well as the basis for Dr. Moats's “speech to print” approach to instruction. The discussion will also highlight successful programs and initiatives that are paving the way for a brighter future in literacy education. This episode is a must-listen for educators, administrators, and anyone passionate about closing the gap between literacy research and practice. Tune in to be inspired and equipped with actionable strategies to advance literacy and give every child the confidence and right to read.

Join us for an engaging and insightful conversation with DeJunne’ Clark Jackson, president of The Center for Literacy & Learning and a renowned literacy advocate. Clark Jackson will share strategies to break down barriers in delivering accessible instruction and interventions to students. She will delve into the complexities of dyslexia and other challenges that can impact a student’s journey in learning to read. Clark Jackson will inspire listeners to recognize and address biases within and beyond the classroom, fostering better outcomes for both educators and students. In this session, she connects the science of reading to dyslexia, explains the foundations of equitable instruction, and offers evidence-based strategies that can be implemented immediately to help every child overcome reading challenges and thrive. This conversation is a must for administrators and classroom teachers looking to make a difference. Don’t miss the opportunity to learn from Clark Jackson as she shares: Cooperative strategies and accessible instruction for allThe importance of the science of reading as the bedrock for dyslexia supportEvidence-based practices that engage students and families

For decades, researchers have emphasized the strong connection between reading and writing, both in theory and practice. Multiple studies demonstrate that writing improves comprehension. What has been less clear is what particular writing practices research supports as being effective at improving students’ reading.  Our guest, respected researcher and author Dr. Steve Graham, will discuss the research he conducted (Graham and Hebert, 2010) that illustrates how writing, and the way it’s taught, improves students’ reading comprehension, and the strategies educators should apply to ensure literacy success. Join us for this lively conversation where you’ll learn from a true trailblazer when it comes to writing and how it impacts learning to read.  Attendees will learn: How infrequent writing and lack of explicit writing instruction can negatively impact learning to readWhy teachers of reading need to emphasize writing in the classroom in the earliest grades and across content areasWhy writing is a critical skill, important in its own right; consistent writing time and instruction improves reading comprehensionWhy more classroom time is necessary for writing

Writing is the most challenging literacy skill to teach and to learn. Teachers who understand the connection of the science of reading and the reciprocal impact of reading and writing are ready to meet the challenge of teaching this complex skill. Join us for this fascinating discussion about the symbiotic relationship between learning to read and writing. Our expert, a career educator and writing expert, will share how both reading and writing require systematic, explicit instruction that can and should be an integrated part of daily student life.  All students can benefit from strategic reading and writing strategies that focus on the foundational writing skills from basic to complex sentence writing, an understanding of text structure, paragraph, multiparagraph, and essay writing. Let our expert tell you how! Our expert will share: The connection of writing to the science of reading, based on the Reading RopeHow the research (by Graham & Herbert, 2011) illustrates how reading and writing support one another and how writing about reading leads to improvements in a student's reading abilityWhy systematic and explicit instruction is critical to build skilled writersHow writing instruction supports all populations of students—general education, those with IEPs, English learners, gifted and talented, and emergent young scholars

Join us for this fascinating and informative conversation with Dr. Patricia Vadasy, researcher and literacy expert, as we explore phonics instruction, and the research behind it. We will consider the critical nature of alphabet knowledge in teaching young learners how to read and spell words. Throughout her career, Dr. Vadasy has worked to develop effective approaches to early phonics instruction. More recently, she published her research about instructional details that enhance phonics instruction, and effective approaches and details of preschool alphabet instruction. Her school-based intervention research has been funded since 1998 with grants from the U. S. Department of Education, Institute of Education Sciences.  For classroom teachers and administrators who are determined to give early learners the best possible foundation to become successful readers, this conversation will give you the facts behind phonics instruction, the strategies, and impetus to move forward knowing your instruction is the best it can be. Dr. Vadasy will review and discuss: The National Reading Panel findings about effective features of phonics instruction, including explicit, systematic, and synthetic phonics instructionHow the research informs effective phonics instruction, including applying taught letter-sound correspondences and application to beginning decodingIndividual differences in learning these skills and where students struggleThe benefits of practice in reading words in isolation and in sentence and story contextsProviding student support in the classroom and in supplemental instruction