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Show NotesDyslexia is one of the most common reasons students struggle to learn to read, yet misconceptions about what it is—and what it isn't—persist. In this episode, Donell and Stacy discuss the International Dyslexia Association's updated definition of dyslexia and what it tells us about the range of challenges students may experience. They explore early indicators, including difficulties with letter-sound knowledge, phonological awareness, reading fluency, and spelling, as well as the importance of looking beyond a student's performance in other subjects. The conversation also highlights the emotional impact of struggling to read, particularly when students go unidentified or don't receive appropriate support. Drawing on personal experiences and classroom examples, Donell and Stacy explain why more reading practice alone isn't the answer and how assessment, explicit instruction, and early intervention can make a meaningful difference. Recognizing reading difficulties is only the beginning. Knowing how to respond with effective instruction is what makes the difference. Helpful Resources Understanding Dyslexia International Dyslexia Association: 2025 Definition of Dyslexia — The updated definition discussed by Donell and Stacy, with explanations of key terminology.Reading Horizons: Dyslexia—What Every Educator Needs to Know — An educator-focused e-book available through the Dyslexia Talks resource collection.Watch and Listen Literacy Talks, Episode 131: Dyslexia Awareness Is Everywhere. Is It Making a Difference? — A discussion of dyslexia legislation, screening, teacher preparation, and the gap between awareness and meaningful support.Dyslexia Talks: A Literacy Talks Miniseries — Five conversations featuring personal experiences, research, advocacy, and support for individuals with dyslexia, including an episode with Dr. Tim Odegard.Reading Horizons: Recorded Webinars — Includes Redefining Dyslexia: What Every Educator Should Know and Structured Literacy for Neurodiverse Learners.Classroom Instruction and Support Reading Horizons: Structured Literacy for Students with Dyslexia — A collection of resources on evidence-aligned literacy instruction and support for students with dyslexia.International Dyslexia Association: Explanation of the 2025 Dyslexia Definition — A deeper explanation of the research behind the revised definition, including implications for identification and instruction.Rethinking Adolescent Literacy Intervention Event SeriesFor many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers. Find and register for an event in your area today! 💬 Want more insights like this? Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox! Core Instruction and Reading Intervention. One System. One Path Forward. From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact. See how Ascend works. Do you teach Structured Literacy in a K–3 setting? Sign up for a free license of Reading Horizons Discovery® LIV...

Episode Description What's the most effective way to teach students to read and spell irregular words? In this episode, Stacy, Donell, and Lindsay examine new research comparing Heart Word instruction and mispronunciation correction, two approaches that help students connect sounds and spellings rather than rely on memorization. They unpack the findings, discuss what the research means for classroom instruction, and share practical strategies for helping students become more accurate, confident readers and spellers. Show Notes Teaching irregular words is a familiar challenge for literacy educators, but what does the research tell us about the most effective approaches? Stacy, Donell, and Lindsay take a close look at a 2026 study comparing Heart Word instruction and mispronunciation correction, sometimes called using a "spelling voice." They explore how each method works, what the researchers discovered about reading and spelling outcomes, and why actively examining the sounds and spellings within words matters. The conversation also highlights important considerations for classroom practice, including students' existing phonics knowledge, vocabulary, and opportunities to practice spelling. Lindsay shares how she combines elements of both approaches in her classroom, while Donell discusses how similar strategies can support older students who continue to struggle with reading and spelling. Along the way, the hosts offer helpful advice for educators who want to become more comfortable reading research and translating findings into effective instruction. Featured Research Teaching Irregular Words: A Comparison of Mispronunciation Correction and Heart Word Methods (2026) Published in Scientific Studies of Reading, this study compares two approaches to teaching irregular words and examines their effects on students' reading and spelling accuracy. Read the research article (PDF) Rethinking Adolescent Literacy Intervention Event SeriesFor many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers. Find and register for an event in your area today! 💬 Want more insights like this? Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox! Core Instruction and Reading Intervention. One System. One Path Forward. From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact. See how Ascend works. Do you teach Structured Literacy in a K–3 setting? Sign up for a free license of Reading Horizons Discovery® LIV...

Show Notes In this follow-up to Episode 127, Donell Pons and Lindsay Kemeny reconnect with Kristie Nelson to hear how her son Braxton is progressing after being identified with dyslexia. While targeted reading intervention has led to encouraging gains, the transition to middle school has brought new challenges. The conversation explores why continued foundational reading instruction matters, how accommodations and self-advocacy support student success, and what educators and families can do to protect the confidence of students who struggle with reading. Resources Mentioned and Related Links Episode 127: When Early Reading Struggles Follow Students to Middle School | The Braxton Story, Part 1 Hear how Kristie first recognized Braxton's reading difficulties, pursued an evaluation, and worked with his school to get him the support he needed. Learn About and Listen to Episode 127 Individualized Education Programs (IEPs) and Accommodations Lindsay and Donell discuss the importance of documenting accommodations such as extended time, text-to-speech, speech-to-text, and reduced assignment length when appropriate. International Dyslexia Association — Dyslexia Fact Sheets Reading Intervention for Older Students The hosts emphasize that students who make progress with targeted phonics instruction may still need that instruction as they move into middle school. Reading Rockets — When Older Students Can't Read Supporting Student Confidence and Self-Advocacy Lindsay shares strategies for helping children with reading difficulties recognize their strengths, overcome negative self-talk, and feel more confident as learners. Understood.org — Confidence and Self-Esteem Supporting Continued Reading Progress As Braxton's story illustrates, students who struggle with foundational reading skills may need continued, targeted instruction even after making significant progress. Reading Horizons Ascend Focus is designed to support targeted literacy intervention, helping educators address foundational skill gaps and build on students' progress. Learn more about Ascend Focus → Rethinking Adolescent Literacy Intervention Event SeriesFor many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers. Find and register for an event in your area today! 💬 Want more insights like this? Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox! Core Instruction and Reading Intervention. One System. One Path Forward. From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact. See how Ascend works. Do you teach Structured Literacy in a K–3 setting? Sign up for a free license of Reading Horizons Discovery® LIV...

Fresh from The Reading League's 10th Annual Conference in Chicago, Lindsay, Donell, and Stacy share the research, ideas, and classroom strategies that caught their attention. From the growing influence of AI to the importance of oral language, reading comprehension, and explicit instruction, the trio explores what excited them, what surprised them, and what left them with more questions. Whether you attended the conference or couldn't make it, this Conference Rewind brings valuable insights and practical takeaways straight to you. Show Notes The Reading League celebrated its 10th annual conference by bringing together researchers, educators, and literacy advocates to explore the science of reading and its implications for classroom instruction. In this episode, Lindsay, Donell, and Stacy revisit standout presentations, share instructional strategies they plan to use, and reflect on questions that deserve continued discussion. AI, Technology, and the Human Side of Learning Opening keynote speaker Adam Kronk challenged educators to consider not simply what AI can do, but what it should do. His presentation explored the relationship between technology, human dignity, agency, and the cognitive work essential to learning. The hosts discuss the risks of outsourcing too much thinking to technology and the importance of preserving attention, deep reading, and meaningful human interaction. Strengthening Oral Language and Vocabulary Oral language emerged as one of the conference's strongest themes. Drawing on presentations from Sonya Cabell, Charles Hulme, and members of The Reading League team, the hosts explore how purposeful conversations, sophisticated teacher language, interactive read-alouds, and explicit language instruction support vocabulary development and reading comprehension. Stacy also shares research presented by Charles Hulme connecting language intervention with improvements in measures of classroom behavior and self-regulation. Practical Lessons in Explicit Instruction Anita Archer's presentations prompted the hosts to revisit some foundational principles of effective teaching, including clear objectives, purposeful modeling, and active student engagement. Donell emphasizes three essential stages of learning: accuracy, automaticity, and transfer. Students need sufficient mastery before they're expected to apply newly learned skills independently. What Really Supports Reading Comprehension? Lindsay highlights Amy Elleman's presentation on evidence-based comprehension strategies and the relationship between background knowledge, vocabulary, and strategic reading. The hosts also consider why instructional approaches may have different effects for students with and without reading disabilities—and why continuing to examine the research matters. Questions Worth Exploring Not every conference takeaway offered a simple answer. The hosts discuss differing perspectives on productive struggle, misconceptions about the science of reading, culturally responsive instruction, and emerging questions about digital versus print reading. They also reflect on the importance of making high-quality professional learning accessible to more teachers. Resources Mentioned in This Episode These links provide additional information about the conference, presenters, research, and instructional approaches discussed. The Reading League Conference | Conference information, featured presenters, and future events10th Annual Conference Overview | Background on the 2026 Chicago conference and its major themesAdam Kronk — The Dignity of Learning in the Era of AI | Preview of his keynote and the DELTA framework for human-centered AIStrive-for-Five Conversations — Tricia Zucker and Sonia Cabell | Practical framework for building language comprehension through extended conversationsUsing Strive-for-Five Conversations to Strengthen Language Comprehension | Research article with classroom examples, available as a PDFThe Science of Reading: Defining Guide | The Reading League's resource for understanding the science of reading as a body of research, rather than a single instructional approachAdditional presenters and works discussed include Anita Archer's explicit instruction research, Charles Hulme's language intervention research, Amy Elleman's comprehension research, Maryanne Wolf's work on deep reading, and Stanislas Dehaene's Reading in the Brain. Additional useful links: Anita Archer and Charles Hughes — Explicit Instruction: Effective and Efficient TeachingMaryanne Wolf — Reader, Come Home: The Reading Brain in a Digital WorldStanislas Dehaene — Reading in the BrainRethinking Adolescent Literacy Intervention Event SeriesFor many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers. Find and register for an event in your area today! 💬 Want more insights like this? Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox! Core Instruction and Reading Intervention. One System. One Path Forward. From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact. See how Ascend works. Do you teach Structured Literacy in a K–3 setting? Sign up for a free license of Reading Horizons Discovery® LIV...

Show Notes This episode was inspired by the 30th annual What’s Hot in Literacy survey, which asks literacy leaders to consider both the topics receiving attention in the field and those that deserve more. Lindsay, Donell, and Stacy use the findings as a jumping-off point to examine where literacy conversations are focused—and what may be getting overlooked. Resources Mentioned What’s Hot in Literacy at 30: Trends, Tensions, and Trajectories in a Changing Field Stephanie Grote-Garcia, Evan Ortlieb, and Jonathan Marine The 2026 report at the center of this episode explores which literacy topics experts see as “hot” and which they believe should receive greater attention. Read the article The Reading League The hosts discuss The Reading League and its work to advance knowledge and use of evidence-aligned reading instruction through resources, professional learning, conferences, and state chapters. Explore The Reading League Decoding Dyslexia Donell points to the parent-led Decoding Dyslexia movement as an example of how advocacy can raise awareness and help drive changes in literacy policy and practice. Learn more about Decoding Dyslexia Emily Hanford Lindsay discusses journalist Emily Hanford’s reporting and its role in bringing reading instruction and the science of reading to a much broader public audience. Explore Emily Hanford’s work Flow: The Psychology of Optimal Experience — Mihaly Csikszentmihalyi Donell references Csikszentmihalyi’s work during the conversation about the cognitive demands of reading, thinking, and writing. Learn more about Flow Rethinking Adolescent Literacy Intervention Event SeriesFor many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers. Find and register for an event in your area today! 💬 Want more insights like this? Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox! Core Instruction and Reading Intervention. One System. One Path Forward. From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact. See how Ascend works. Do you teach Structured Literacy in a K–3 setting? Sign up for a free license of Reading Horizons Discovery® LIV...

Show Notes AI can make a task easier without necessarily making learning stronger. The distinction may come down to who is doing the cognitive work. When AI provides an answer or produces the work for a student, it can reduce the attention, engagement, reasoning, and productive struggle involved in learning. When thoughtfully designed and intentionally used to provide hints, scaffolding, practice, or feedback, however, AI may help students remain actively involved in that process. For educators, the goal isn't simply deciding whether to use AI. It's considering how the tool is being used and whether students are still doing the thinking that builds knowledge. Books & Resources Mentioned in this Episode Stanford SCALE — AI Hub in Education The hosts reference research and resources from Stanford University examining the emerging evidence around artificial intelligence in K–12 education. The review discussed in the episode highlights how limited the current evidence base remains and why educators should be cautious about making broad conclusions from early research. Tim Odegard and Megan Gierka — Using AI to Support Structured Literacy –Aligning Tools with How Students Learn Stacy references an article by Tim Odegard and Megan Gierka that considers AI through the lens of the instructional hierarchy and explores ways technology might provide students with additional opportunities to respond, practice, and receive feedback. Big Sky Literacy Summit Several ideas discussed in the episode connect back to presentations and resources shared at the Big Sky Literacy Summit, including conversations about AI, learning, and the distinction between having access to information and developing knowledge. Rethinking Adolescent Literacy Intervention Event SeriesFor many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers. Find and register for an event in your area today! 💬 Want more insights like this? Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox! Core Instruction and Reading Intervention. One System. One Path Forward. From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact. See how Ascend works. Do you teach Structured Literacy in a K–3 setting? Sign up for a free license of Reading Horizons Discovery® LIV...

Classroom management can test even the most experienced teacher—especially when the strategies that usually work suddenly don’t seem to be enough. In this episode, Lindsay, Donell, and Stacy have an open conversation about challenging classroom behavior, maintaining high expectations, setting boundaries, and the very real toll it can take on teachers. They share strategies, resources, and reminders for navigating the hard days while finding ways to support students and teachers. Show NotesWhen classroom behavior begins consuming more time and energy than instruction, what can teachers do? In this episode, the Literacy Talks trio explores the realities of classroom management—from explicitly teaching and practicing expectations to using positive reinforcement, individual supports, and consistent consequences. They also discuss something that often receives less attention: the emotional load teachers carry when managing challenging behavior day after day. The conversation includes ideas for setting boundaries, seeking support from colleagues and administrators, partnering with families, and recognizing when teachers themselves may need additional support. Books and Resources Mentioned in the EpisodeRoss Greene — Lost at School, 2014 Lost and Found, 2016 The central idea behind Greene's Collaborative & Proactive Solutions approach is that challenging behavior may reflect lagging skills rather than simply willful defiance. That's a very useful lens for teachers. https://drrossgreene.com/lost-at-school.htmThe IRIS Center at Vanderbilt University — Behavior & Classroom Management Free, evidence-based resources for educators, including modules, case studies, skill sheets, and practical guidance on classroom behavior management, behavior-specific praise, active supervision, choice making, and more. https://iris.peabody.vanderbilt.edu/iris-resource-locator/?term=behavior-classroom-managementThe IRIS Center — Fundamental Skill Sheets Quick, practical resources covering strategies such as behavior-specific praise, proximity control, active supervision, choice making, and wait time. https://iris.peabody.vanderbilt.edu/fundamental-skill-sheets/Dr. Anita Archer — “Pressing the Reset Button on Classroom Management” A practical presentation on research-based classroom management practices and creating an environment where students can learn and teachers can teach. https://www.youtube.com/watch?v=eLG65NH6YMQLove and Logic for Educators Stacy discusses using principles from Love and Logic to put responsibility for choices back on students while responding with empathy and consistency. Free educator articles and resources are available here: https://www.loveandlogic.com/pages/articles-and-advice-for-educatorsNeuroLaunch https://neurolaunch.com/mhi-mental-health/Rethinking Adolescent Literacy Intervention Event SeriesFor many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers. Find and register for an event in your area today! 💬 Want more insights like this? Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox! Core Instruction and Reading Intervention. One System. One Path Forward. From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact. See how Ascend works. Do you teach Structured Literacy in a K–3 setting? Sign up for a free license of Reading Horizons Discovery® LIV...

Dyslexia awareness has grown dramatically—but has that awareness translated into meaningful change for students? Stacy, Donell, and Lindsay explore what’s happening in schools, what may still be missing, and what it will take to turn greater awareness into better support for struggling readers. Show NotesDyslexia is now part of the conversation in schools across the country. Nearly every state has adopted some form of dyslexia legislation, screening has become increasingly common, and educators have greater access to information about reading difficulties than ever before. But identifying a student who may be at risk is only the beginning. In this episode, Donell Pons, Stacy Hurst, and Lindsay Kemeny discuss research examining what has—and hasn't—changed since states began adopting dyslexia laws. Their conversation moves beyond legislation to the larger systems surrounding students: screening and assessment, teacher knowledge, intervention, curriculum, professional development, diagnosis, accommodations, and the resources available to schools and families. They also explore an important question for educators: Once the data tells us a student is struggling, what happens next? The conversation highlights the need to move beyond awareness alone toward systems that help educators respond effectively—with strong Tier 1 instruction, appropriate intervention, knowledgeable teachers and specialists, useful assessment data, evidence-aligned instructional tools, and ongoing professional learning and coaching. The hosts also acknowledge encouraging examples of schools and districts investing in teacher knowledge and sustained support, offering a reminder that meaningful change is possible when the pieces work together. Resources Mentioned Nearly Every State in the U.S. Has Dyslexia Laws, But Our Research Shows Limited Change for Struggling Readers The Conversation This February 2026 article provides the research that prompted the episode's discussion. The researchers examined fourth-grade reading data from the National Assessment of Educational Progress across 47 states, comparing trends before and after the adoption of dyslexia legislation. The Nation's Report Card — National Assessment of Educational Progress (NAEP) The federal assessment program whose reading data was examined in the research discussed during the episode. International Dyslexia Association (IDA) A resource for evidence-based information about dyslexia, professional learning, research, and support for educators and families. Tests of Dyslexia (TOD™) An assessment referenced by Donell during the discussion, developed by Nancy Mather and colleagues to help identify individuals who may have dyslexia and provide information useful for intervention planning. Decoding Dyslexia A grassroots network of state-based parent advocacy organizations working to increase dyslexia awareness and improve access to identification and appropriate educational support. LETRS® Professional Learning Lindsay references LETRS while discussing examples of districts investing in teacher knowledge and professional learning grounded in the science of reading. Rethinking Adolescent Literacy Intervention Event SeriesFor many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers. Find and register for an event in your area today! 💬 Want more insights like this? Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox! Core Instruction and Reading Intervention. One System. One Path Forward. From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact. See how Ascend works. Do you teach Structured Literacy in a K–3 setting? Sign up for a free license of Reading Horizons Discovery® LIV...

Fresh from the Big Sky Literacy Summit, Stacy Hurst and Donell Pons bring Lindsay Kemeny—and listeners—inside the conversations that had them thinking, questioning, and taking notes. Hear which ideas rose to the top and why they could matter for the way educators approach literacy instruction. Show NotesThe best conferences don't just leave you with pages of notes—they leave you thinking differently about what happens when you return to the classroom. In this Conference Rewind episode, Stacy Hurst and Donell Pons recap the Big Sky Literacy Summit for Lindsay Kemeny, sharing ideas and conversations that stood out across several packed days of learning. Their discussion explores the connection between research and practice, including what teachers need to know about language and literacy, the role of teacher knowledge and preparation, and why practical experience matters. They also reflect on emerging questions around AI in education, the importance of syntax and language comprehension, assessment, self-regulation, and what it really means to move beyond simply finding or comprehending information to actually learning it. Throughout the conversation, one theme keeps resurfacing: strong research matters most when educators can translate it into stronger teaching and better learning for students. Resources Mentioned Big Sky Literacy SummitBridges in Higher Education10 Maxims: What We’ve Learned So Far About How Children Learn to Read (2026) — Reading UniverseAI Hub for Education — Stanford University Rethinking Adolescent Literacy Intervention Event SeriesFor many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers. Find and register for an event in your area today! 💬 Want more insights like this? Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox! Core Instruction and Reading Intervention. One System. One Path Forward. From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact. See how Ascend works. Do you teach Structured Literacy in a K–3 setting? Sign up for a free license of Reading Horizons Discovery® LIV...

Are we reading less—or is the way we read changing? Inspired by a provocative recent article in The Atlantic, Stacy, Donell, and Lindsay take on some big questions about reading, attention, and what it means to be a reader today. Their conversation explores what may be changing, what may be at stake, and what educators can do about it. Show Notes A recent Atlantic article makes a provocative claim: America may not be becoming illiterate, but post-literate—a society in which people can read but increasingly choose other ways to learn, think, communicate, and entertain themselves. In this episode, Stacy Hurst, Donell Pons, and Lindsay Kemeny unpack that idea and consider what declining reading habits, shorter attention spans, digital distractions, and changes in classroom reading experiences could mean for students and adults alike. Their conversation explores the difference between knowing how to read and actually being a reader, including: The distinction between reading ability, reading behavior, reading stamina, and reading cultureHow smartphones, social media, short-form content, digital devices, and AI compete for attentionWhy sustained reading asks something different of the brain than more passive forms of mediaWhether schools have unintentionally contributed to the problem by relying more heavily on excerpts and short passages instead of whole booksWhy explicit reading instruction and opportunities for deep, meaningful reading shouldn't be treated as competing prioritiesThe importance of read-alouds and shared reading experiences at home and in the classroomWhat teachers can—and can't—control when it comes to helping students become lifelong readersSome encouraging signs that reading may not be disappearing after allResources Mentioned in This Episode The Atlantic: “The End of Reading Is Here” by Rose HorowitchThe August 2026 article that sparked this episode's conversation.Read the article in The AtlanticMaryanne Wolf: “Elbow Room: How the Reading Brain Informs the Teaching of Reading”Wolf explores the relationship between foundational reading skills and the development of deep reading and comprehension.Read Elbow Room at the Shanker InstituteDaniel Willingham: Raising Kids Who Read: What Parents and Teachers Can DoMentioned by Donell in the discussion of the many factors that contribute to developing an enjoyment of reading.Learn more about Daniel Willingham and the book at Reading RocketsDallas ISD: Cellphone Restrictions and Library CheckoutsStacy and Lindsay reference reports of increased library use after cellphone restrictions. Dallas ISD reported more than 200,000 additional library checkouts through March 31, 2026—a 24.35% increase over the same period the previous school year.Read the CBS Texas report Rethinking Adolescent Literacy Intervention Event SeriesFor many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers. Find and register for an event in your area today! 💬 Want more insights like this? Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox! Core Instruction and Reading Intervention. One System. One Path Forward. From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact. See how Ascend works. Do you teach Structured Literacy in a K–3 setting? Sign up for a free license of Reading Horizons Discovery® LIV...

Third-grade retention laws are gaining momentum—but does repeating a grade actually help struggling readers? Stacy, Donell, and Lindsay explore what the research suggests and why earlier, evidence-based intervention may be the better answer. Show Notes More states are turning to third-grade retention policies as a way to improve reading outcomes. But as Stacy, Donell, and Lindsay discuss, the research raises an important question: Is retention itself making the difference, or are the interventions that come with it responsible for improved outcomes? In this episode, the hosts examine the complicated realities behind third-grade retention, including the social-emotional impact on students, the challenges faced by children with reading difficulties, and the role attendance can play in early literacy development. The conversation ultimately moves upstream. Rather than waiting until third grade to respond, what would happen if schools placed greater emphasis on early identification, strong Tier 1 instruction, evidence-based intervention, and educator knowledge beginning in preschool and the primary grades? In this episode: Why third grade became a major literacy benchmarkWhat research suggests about retention versus interventionThe potential social-emotional impact of repeating a gradeWhy attendance in kindergarten and the early grades mattersThe importance of identifying reading difficulties earlyHow retention policies can change adult behavior and increase supportWhy effective MTSS and strong Tier 1 instruction matterWhere schools and districts might reconsider how literacy resources are allocatedRethinking Adolescent Literacy Intervention Event SeriesFor many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers. Find and register for an event in your area today! 💬 Want more insights like this? Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox! Core Instruction and Reading Intervention. One System. One Path Forward. From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact. See how Ascend works. Do you teach Structured Literacy in a K–3 setting? Sign up for a free license of Reading Horizons Discovery® LIV...

Braxton was in kindergarten when the pandemic interrupted his first year of formal reading instruction. But his mother, Kristie, soon realized there was more to his struggles. Donell Pons talks with Kristie about the years Braxton spent “hanging on,” his eventual dyslexia identification, and what changed when he finally received targeted support—just as he prepares to enter middle school. Show NotesToday’s middle schoolers were just beginning their education when the pandemic disrupted classrooms across the country. For some students, that interruption came at a critical point in learning to read—and years later, foundational reading needs may still be following them into the secondary grades. Braxton was one of those beginning readers. He started kindergarten in fall 2019. When COVID closed his school the following spring, he spent the final two and a half months of kindergarten at home. That was when his mother, Kristie Nelson, a former kindergarten teacher, began noticing that something wasn’t right. Braxton struggled to identify letter names and sounds, and Kristie ultimately decided to have him repeat kindergarten. But the pandemic wasn’t the whole story. Kristie remembered concerns dating back to preschool, and as Braxton moved through elementary school, he continued to struggle with reading even as he found ways to compensate. He made progress. He worked hard. He was “hanging on.” And because he was never dramatically behind, the underlying problem remained difficult to see. But by fifth grade, the work had become harder and those compensatory strategies were no longer enough. In this episode of Literacy Talks, Donell Pons talks with Kristie about the journey that ultimately led to Braxton being identified with dyslexia. Kristie shares the signs she learned to recognize, how his school responded, and what began to change once instruction could target his specific needs. The results have been encouraging. With focused work on phonics and other foundational skills, Kristie reports substantial improvement in Braxton’s reading accuracy. Perhaps even more telling, a child who had found reading difficult and exhausting began asking to read aloud. Now another transition is coming: middle school. Instead of spending most of his day with one teacher who understands how he learns, Braxton will move among multiple teachers and face increasingly complex reading and writing demands. An IEP, targeted intervention, and continued support will be critical as he enters sixth grade. Braxton’s story is his own. But it also raises a much larger question: How many students are entering middle school with unfinished foundational reading needs—and what will it take to ensure those needs don’t follow them any further? This conversation is Part 1 of The Braxton Story, a Literacy Talks series following Braxton and his family through the transition to middle school. We’ll check back during his sixth-grade year to hear about his progress, the challenges that emerge, and what his experience can teach us about supporting older struggling readers. In this episode: How the pandemic interrupted the end of Braxton’s first kindergarten yearThe early reading difficulties Kristie noticed before and after that disruptionHow Braxton compensated for reading difficulties through the elementary gradesWhy increasing academic demands made his struggles harder to overlookHow learning about dyslexia helped Kristie recognize what she was seeingWhat happened when his school identified his needs and targeted instruction accordinglyWhy putting an IEP in place mattered before the transition to middle schoolWhat Braxton’s experience can teach us about the unfinished reading needs students may carry into the secondary gradesRethinking Adolescent Literacy Intervention Event SeriesFor many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers. Find and register for an event in your area today! 💬 Want more insights like this? Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox! Core Instruction and Reading Intervention. One System. One Path Forward. From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact. See how Ascend works. Do you teach Structured Literacy in a K–3 setting? Sign up for a free license of Reading Horizons Discovery® LIV...

A new school year brings fresh opportunities—and plenty of preparation. In this back-to-school episode of Literacy Talks, classroom teacher Lindsay Kemeny shares the five priorities she focuses on every year to create a strong start for both students and teachers. From getting to know your students before the first day to planning instruction, building relationships with families, organizing your classroom, and even taking time to celebrate the start of a new year, Lindsay offers practical strategies that can help make those first weeks more intentional and less overwhelming. Along the way, Stacy Hurst and Donell Pons expand the conversation with insights on supporting students across grade levels, fostering self-advocacy, communicating effectively with families and educators, and creating learning environments where every student can thrive. If you're looking for practical ideas to make the transition back to school smoother and more successful, this episode offers actionable strategies you can put into practice from day one. Watch on YouTube. Show Notes Lindsay's 5 Principles 1: Get to know your students before day one. A fresh start doesn't have to mean starting with a blank slate. Lindsay explains how she reviews academic data, previous interventions, IEP accommodations, health considerations, and other available information before school begins. That knowledge helps her make intentional decisions about seating, initial small groups, and the support individual students may need. 2: Plan instruction—and teach routines through it. Rather than spending the first weeks focused exclusively on rules and procedures, Lindsay begins teaching content right away, slowing down instruction as needed to explicitly teach classroom routines along the way. Procedures for using materials, transitioning, working at desks, and participating in lessons become part of actual instruction. 3: Build communication and connection early. Positive relationships with families shouldn't begin when there's a problem. The hosts discuss welcome communications, parent questionnaires, regular classroom updates, and the value of intentionally reaching out with something positive—especially to families who may be accustomed to hearing from school only when something has gone wrong. 4: Design the classroom around students and learning. Classroom setup isn't just about decoration. Lindsay considers traffic flow, accessibility, attention, student needs, seating, materials, and how easily students can see and participate in instruction. Donell extends the conversation to helping older students recognize environmental distractions and advocate for learning conditions that help them succeed. 5: Make room to celebrate. Preparing for a new school year is a lot of work. Lindsay's final priority is simple: intentionally do something enjoyable to mark the beginning of a new year. The hosts also discuss checking in and celebrating after the first week as a way to reflect on what went well, what was challenging, and what's ahead. Rethinking Adolescent Literacy Intervention Event SeriesFor many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers. Find and register for an event in your area today! 💬 Want more insights like this? Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox! Core Instruction and Reading Intervention. One System. One Path Forward. From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact. See how Ascend works. Do you teach Structured Literacy in a K–3 setting? Sign up for a free license of Reading Horizons Discovery® LIV...

As another school year comes to a close, Stacy Hurst, Donell Pons, and Lindsay Kemeny reflect on the moments, challenges, and lessons that shaped their year in literacy education. From advocating for students and navigating legislative pressures to celebrating reading breakthroughs and planning for growth, this candid conversation explores the very human side of teaching reading. The hosts discuss the realities educators face beyond academics, the importance of literacy advocacy, what students truly need to become successful readers, and how they hope to reset and recharge over the summer months. This episode is a reminder that the work of literacy changes lives — and that educators are never carrying the work alone. Show Notes In this episode, we discuss: Reflections on a year of literacy leadership and advocacyWhy literacy instruction is deeply human workStudent moments that stayed with us all yearThe growing need for writing instruction in teacher preparationBalancing research-based practices with real classroom time constraintsVocabulary instruction, small groups, and instructional flexibilityLegislative challenges impacting literacy educationSummer reset ideas, reading lists, and personal growth goalsResources Mentioned Reading Horizons Literacy Talks Podcast Reading Horizons Ascend Mastery Cascade Reading & Julie VanDyke Lindsay Kemeny — Rock Your Literacy Block Young-Suk Kim — Integrating Reading and Writing Instruction Stewart Brand — Whole Earth Catalog Rethinking Adolescent Literacy Intervention Event SeriesFor many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers. Find and register for an event in your area today! 💬 Want more insights like this? Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox! Core Instruction and Reading Intervention. One System. One Path Forward. From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact. See how Ascend works. Do you teach Structured Literacy in a K–3 setting? Sign up for a free license of Reading Horizons Discovery® LIV...

In this special conference rewind episode of Literacy Talks, Stacy Hurst and Lindsay Kemeny are joined by Reading League leader, Andrea Setmeyer, to unpack the biggest assessment insights from the Reading League Summit. From classroom data and progress monitoring to district systems and policy, this conversation highlights the practical literacy assessment practices educators can apply right away as they reflect on the current school year and prepare for the next one. The conversation explores how assessment can drive stronger instruction, the importance of actionable data, the difference between screening and diagnosis, myths around popular assessment tools, and what educators at every level can do to improve outcomes for students. This episode offers meaningful takeaways to help you turn assessment into action. Show Notes Resources & Links Mentioned in This Episode The Reading LeagueTRL Facilitation Guide for PLCs on Reading AssessmentReading League JournalReading Horizons Literacy Talks PodcastReading Assessment Done Right by Stephanie Stollar & Kate WinnNational Center on Intensive Intervention (NCII) Tools ChartsFlorida Center for Reading Research (FCRR)Margaret Goldberg’s “Right to Read” ProjectPALS Reading Fluency ResourcesAnita Archer Instruction ResourcesSpecial thanks to Andrea Setmeyer and the Reading League for sharing additional assessment resources and professional learning tools with Literacy Talks listeners. YouTube Video Link: https://youtu.be/s0BB2ur4AHM Rethinking Adolescent Literacy Intervention Event SeriesFor many adolescent readers, comprehension challenges may be a symptom of something deeper. National research shows that many older students are still missing foundational reading skills. We're sponsoring a series of in-person events spanning multiple cities and states across the country, bringing together district, community, and literacy leaders to address the needs of adolescent readers. Find and register for an event in your area today! 💬 Want more insights like this? Subscribe to the Literacy Talks Podcast Digest for episode recaps, resources, and teaching takeaways delivered straight to your inbox! Core Instruction and Reading Intervention. One System. One Path Forward. From Pre-K readiness to advanced fluency, Ascend®️ gives educators a consistent, needs-based approach to literacy—helping every teacher deliver the right instruction and every student build lasting mastery, one skill at a time. Coherent literacy for lasting impact. See how Ascend works. Do you teach Structured Literacy in a K–3 setting? Sign up for a free license of Reading Horizons Discovery® LIV...