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How long should a child struggle before we recognize that the instruction they're receiving simply isn't enough? Also, why are so many students with dyslexia still caught in cycles of intervention without meaningful progress? In this Dyslexia Awareness Month bonus episode, I'm joined by two returning guests, Dr. Brennan Chandler and Missy Purcell, who are joining forces through The Dyslexia Parent Project to help families and educators better understand how to advocate for effective literacy instruction. We're moving beyond conversations about dyslexia characteristics and myths to examine what happens when children enter the school system and begin showing signs of reading difficulties. From universal screening and MTSS to special education evaluations and individualized instruction, we explore where students fall through the cracks, as well as what we can do to change that. Brennan shares how schools can use curriculum-based measures, progress monitoring, and data-based decision-making to determine whether students are making meaningful progress. Missy brings her perspective as both a former educator and parent advocate, sharing real experiences of children spending years in intervention without receiving the support they need. We also unpack why simply making progress isn't necessarily enough, why the name of an intervention program matters less than how instruction is individualized, and what it really means to turn up the "dials" of instructional intensity. Key Takeaways How universal screening and Tier 1 data can help schools identify students who need additional supportWhy MTSS cannot be used to delay or deny an evaluation when a disability is suspectedThe difference between making progress and making meaningful progress toward grade-level expectationsHow curriculum-based measures (CBMs) can guide instructional decisionsWhy specially designed instruction must be individualized, intensive, and responsive to student dataHow educators can adjust instructional intensity when interventions aren't workingHow The Dyslexia Parent Project aims to equip families and educators with accessible information and support Dyslexia Parent Project Website: dyslexiaparentproject.org Connect with Brennan Chandler, PhD: Website: brennanchandler.comInstagram: @BrennanChandlerPhDLinkedIn: Brennan Chandler, PhDBrennan Chandler’s Speaking Engagements Connect with Missy Purcell: Website: https://misspurcell.com/Instagram: @misspurcelladvocatesLinkedIn: Missy PurcellSold a Story - Episode 6: “The Reckoning” features Missy Purcell Connect with Michelle: Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast? Make a Donation to Support Production Interested in Learning More about Morphology? Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: The Super Popular Suffix Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF! 🎉 Use code COLORFUL2 at checkout ⏰ Offer valid through November 10, 2026 https://phonicsreadalouds.com/products/suffix-s-book-and-plushie-bundle Book on Amazon: https://amzn.to/4yGBGGY Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color Beyond Phonics Club Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club

Are we scaffolding complex texts for students — or unintentionally lowering the intellectual demands of what we ask them to do? Dr. Mitchell Brookins, author of Scaffolding Complex Texts joins the show to share how intentional planning and strategic scaffolding can help students navigate challenging texts, construct meaning, and engage in deeper intellectual work. For years, educators have been encouraged to match students with “just-right” texts. When students spend most of their time reading texts that don't challenge their thinking, expand their vocabulary, or expose them to sophisticated language and ideas – are we really stretching them? The goal, after all, is to develop readers who can think critically, integrate knowledge, make connections, and construct deeper understanding – because complexity is worth it. Key Takeaways: What distinguishes complex texts from grade-level and “just-right” textsWhy relying too heavily on easier texts can limit opportunities for intellectual developmentWhat research and classroom experience suggest about engaging readers with challenging textsWhy effective instructional planning begins with understanding the text, not filling out a lesson planHow to identify the most important moments, vocabulary, sentences, and ideas within a textHow fluency, vocabulary, syntax, text structure, and writing work together to support comprehension Resources Mentioned: Book: Scaffolding Complex Texts: How to Plan and Teach for Deeper Comprehension in Grades 5-8 by Dr. Mitchell Brookins This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast! Connect with Dr. Mitchell Brookins: Website: https://brookinsconsulting.org/Instagram: @mitchell_brookinsX: @MitchellBrooknsLinkedIn This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle designed to help you spend less time figuring out what to do with screening data and move more quickly into purposeful, skill-based groups. Get your FREE grouping resource bundle here. Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,600 literacy educators. Connect with Michelle: Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast? Make a Donation to Support Production Interested in Learning More about Morphology? Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: The Super Popular Suffix Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF! 🎉 Use code COLORFUL2 at checkout ⏰ Offer valid through November 10, 2026 https://phonicsreadalouds.com/products/suffix-s-book-and-plushie-bundle Book on Amazon: https://amzn.to/4yGBGGY Beyond Phonics Club Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color

What happens when parents start fighting for every child's right to learn to read? I'm joined by Brett Tingley, President of Parents for Reading Justice, for a powerful conversation about parent advocacy, dyslexia, and the role families can play in transforming literacy instruction across the country. Brett's journey began as a mom searching for answers when her own child struggled to read. What started as an individual fight for appropriate instruction grew into a movement for systemic change — first within her local school district, then across Ohio, and now through a national network of parent advocates. We explore why Brett calls parents an "untapped lever" in literacy reform, how organized parent groups can influence school districts, legislation, and even teacher preparation programs, and why parent advocacy doesn't have to mean working against educators. In fact, parents and teachers can become some of each other's strongest allies. We also discuss the far-reaching consequences of reading difficulties, the importance of early dyslexia identification and intervention, and how families can move from awareness to meaningful action. Key Takeaways: How parents have unique power to influence literacy instruction and systemic reformThe importance of holding teacher preparation programs accountable for evidence-aligned reading instructionHow parents and educators can work together while keeping children's needs at the centerWhy dyslexia advocacy can help improve reading instruction for all studentsPractical ways parents can get involved, organize, and advocate for change in their own communitiesFree resources from Parents for Reading Justice, including Our Dyslexic Children, parent advocacy training, and opportunities to connect with other families Resources Mentioned: Documentary: Our Dyslexic ChildrenPodcast: Literacy NowMasterclassResources on LinkTreeParent Group Registry Connect with Brett Tingley and Parents for Reading Justice: Website: https://parentsforreadingjustice.org/Instagram: @parentsforreadingjusticeYouTube: @parentsforreadingjusticeTikTok: @parentsforreadingjusticeLinkedIn: Brett Tingley Connect with Michelle: Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast? Make a Donation to Support Production Interested in Learning More about Morphology? Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: Beyond Phonics Club Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club The Super Popular Suffix Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF! 🎉 Use code COLORFUL2 at checkout ⏰ Offer valid through November 10, 2026 https://phonicsreadalouds.com/products/suffix-s-book-and-plushie-bundle Book on Amazon: https://amzn.to/4yGBGGY Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color

Phonics is foundational — but it's not the finish line! You've learned about phonemic awareness, phonics, and decodable text — but what happens when words get longer? When spelling gets more complex and sound alone doesn't tell the whole story? When students can read a word but don't fully understand how it works? There's a bigger picture of literacy to explore, and we want to help you connect the pieces! Introducing Beyond Phonics Club! 🎉 Sarah Paul and I created Beyond Phonics Club, our membership community for K-5 educators who want to deepen their understanding of the full picture of the Science of Reading so their students can become stronger readers, spellers, and word learners. Why a membership?When Sarah and I first launched Logos Literacy Academy, we created our Mastering Morphology course and our K–2 Morphology Course & Curriculum to help educators build their linguistic knowledge and bring meaningful morphology instruction into their classrooms. We quickly realized we wanted to offer something more than standalone courses. We wanted a place where professional learning didn't end when the video did. Where educators could ask questions, collaborate, share ideas, and continue growing alongside one another. And where the knowledge gained through professional learning was paired with practical lessons, routines, and resources that made classroom application easier. So, we've reimagined our platform and transitioned to a membership model! Beyond Phonics Club brings together our asynchronous course content, ready-to-use instructional resources, ongoing professional learning, live community calls, and collaborative support — all in one place. Inside the Club, we're exploring how morphology, oral language, decoding, spelling, vocabulary, grammar, syntax, and more work together to strengthen literacy instruction. The best part: This isn't about adding one more thing to your plate. It's about enhancing the instruction you're already doing by making meaningful connections across literacy. We believe educators deserve more than information. They deserve the tools, confidence, and community to put that information into practice. We'd love for you to be part of it! 👉 Explore Beyond Phonics Club & Join the Community Let's keep learning, growing, and connecting the pieces of literacy — together! -Michelle & Sarah Founders of Logos Literacy Academy Connect with Michelle: Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast? Make a Donation to Support Production Interested in Learning More about Morphology? Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community

What if the English spelling system isn't nearly as irregular as we've been led to believe? What if the letters we sometimes call “silent” are actually telling us something important about a word's structure, identity, or history? Sue Scibetta Hegland, author of Beneath the Surface of Words: What English Spelling Reveals and Why It Matters joins the show for a fascinating conversation about what lies beneath the surface of English spelling. Sue shares how her son's experience with dyslexia sparked her journey into understanding the English spelling system and why learning to read and learning to spell don't always develop in the same way. We explore three foundational concepts: English spelling is structural, spelling reveals the identity of words, and written and spoken language are deeply connected yet distinct systems. Through examples like says, does, been, comfortable, and even leopard, Sue reveals how morphology, phonology, and etymology work together to make English spelling more understandable. We also discuss why graphemes don't always represent phonemes, the different roles of graphemic markers, and how Sue's thinking has evolved as she works on the second edition of her book. Plus, Sue shares insights from her conversations with renowned reading researcher Dr. Linnea Ehri, including the role of morphology in orthographic mapping and why morphological instruction doesn't need to wait until students are older. Key Takeaways: Morphology provides a structural framework for understanding English spellingSpelling preserves word identity, even when pronunciation changesGraphemes can serve purposes beyond representing phonemesWhy phonology and morphology should be taught in parallel from the beginningWhy teaching the English spelling system doesn't have to mean overwhelming young learners with complexity. Resources Mentioned: Book: Beneath the Surface of Words: What English Spelling Reveals and Why It Matters by Sue Scibetta Hegland (A 2nd edition is coming in 2027!)Book: The American Way of Spelling: The Structure and Origins of American English Orthography by Richard VenetzkyBook: The Oxford Reference Guide to English MorphologyInternational Dyslexia Association (IDA) This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast! Connect with Sue Scibetta Hegland: Website: https://learningaboutspelling.com/Resources & Linked Presentations on Sue’s Website This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle designed to help you spend less time figuring out what to do with screening data and move more quickly into purposeful, skill-based groups. Get your FREE grouping resource bundle here. Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,600 literacy educators. Connect with Michelle: Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast? Make a Donation to Support Production Interested in Learning More about Morphology? Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color Beyond Phonics Club Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club The Super Popular Suffix Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF! 🎉 Use code COLORFUL2 at checkout ⏰ Offer valid through November 10, 2026 https://phonicsreadalouds.com/products/suffix-s-book-and-plushie-bundle Book on Amazon: https://amzn.to/4yGBGGY

All 50 states now have dyslexia legislation on the books. So why are so many students with dyslexia still caught in a “wait to fail” system? Dyslexia advocate, Missy Purcell joins the show to explore the gap between passing legislation and actually changing outcomes for students. Missy shares the deeply personal story of advocating for her own son after watching him go from a child excited to start school to one who was frustrated, anxious, and struggling. That journey, later featured in the Sold a Story podcast, ultimately led Missy from advocating for one child to helping families and educators navigate systems that too often fail to identify and support students early enough. We unpack what “wait to fail” really looks like in schools, what dyslexia legislation can and cannot accomplish, and why screening alone is never enough. Missy shares lessons from Georgia’s evolving dyslexia and early literacy legislation, including what can happen when well-intentioned laws encounter policies and systems that don’t fully reflect their intent. We also discuss the importance of early identification, Child Find and IDEA, the relationship between MTSS and special education evaluation, individualized intervention, teacher knowledge, and why a program alone cannot replace a highly trained, responsive educator. Most importantly, Missy makes the case that dyslexia advocacy does not have to be parents versus teachers. Meaningful change happens when families, educators, school leaders, policymakers, and communities work together – with urgency – to make sure children get what they need before they fail. Key Takeaways: What “wait to fail” actually looks like for a childWhy dyslexia legislation is an important beginning, but not the finish lineThe role of early screeningWhat can go wrong between legislation, policy, and implementationWhy growth is not necessarily the same as closing the gapHow parents and teachers can advocate alongside one another & how systems change requires the entire community to work together Resources & References Mentioned: Sold a Story Podcast with Emily HanfordSold a Story - Episode 6: “The Reckoning” features Missy PurcellIndividuals with Disabilities Education Act (IDEA)Sec. 300.111 Child Find under IDEAOffice of Special Education Programs (OSEP) guidance/letters regarding delaying or denying evaluationsGeorgia HB 1193Georgia: Literacy & DyslexiaGeorgia Dyslexia Informational HandbookGeorgia HB 538 (Early Literacy Act) Connect with Missy Purcell: Website: https://misspurcell.com/Instagram: @misspurcelladvocates Connect with Michelle: Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast? Make a Donation to Support Production Interested in Learning More about Morphology? Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: Beyond Phonics Club Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club The Super Popular Suffix Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF! 🎉 Use code COLORFUL2 at checkout ⏰ Offer valid through November 10, 2026 https://phonicsreadalouds.com/products/suffix-s-book-and-plushie-bundle Book on Amazon: https://amzn.to/4yGBGGY Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color

Emmy-nominated actor, dyslexia advocate, and speaker Ameer Baraka explores the human side of unidentified dyslexia. Ameer takes us back to his childhood, when difficulties with reading left him feeling isolated, ashamed, and convinced that he simply wasn’t capable of learning. As his struggles went unidentified, school felt like it wasn’t a place of possibility, and he began searching for another way to make it in the world. It wasn’t until Ameer was incarcerated as a young adult that his educational journey began to change. After being screened for dyslexia and finally having an explanation for the difficulties he had experienced throughout his life, Ameer describes an almost immediate shift in how he saw himself: he wasn’t “stupid.” He could learn. For Ameer, literacy became freedom. Throughout this deeply personal conversation, Ameer shares how learning to read transformed not only his opportunities, but his identity, his sense of hope, and ultimately the trajectory of his life. He also discusses the adults who believed in him when he struggled to believe in himself, the profound influence of his faith, and why he now feels called to advocate for children and incarcerated adults who struggle with literacy. We also discuss what educators may see when reading difficulties show up as something other than reading difficulties – including acting out, frequent physical complaints, avoidance, or the child who quietly disappears into the back of the classroom. Today, Ameer uses his story to advocate for early identification of dyslexia, stronger literacy instruction, prison reform, and greater awareness of the consequences that can occur when children spend years believing they cannot learn. This conversation is ultimately about more than dyslexia. It is about literacy, identity, human potential, faith, and the extraordinary power educators have to help a child see possibilities they may not yet be able to see for themselves. Stay tuned for more details on the film Undiagnosed, a biopic based on Ameer’s life and his experience with dyslexia. It’s the first film of its kind to explore what Ameer calls “the ugly side of dyslexia” – what can happen when a child’s struggles go unidentified and unsupported for far too long. Dyslexia organizations have already reached out in support of the project, and millions of people are anticipating to see this story on screen. Key Takeaways: Ameer's experience growing up with unidentified dyslexiaHow reading struggles affected his identity, self-worth, and relationship with schoolThe connection Ameer sees between literacy struggles, environment, and the paths available to young peopleWhy receiving a dyslexia diagnosis felt liberating & Ameer's powerful belief that literacy is freedomHis advocacy for early dyslexia screening, literacy access, and prison reformThe message he would give his younger self – and the teachers who may have an “Ameer” sitting in their classroom today See Ameer Baraka on: ZatimaJupiter JonesA House Divided Connect with Ameer Baraka: Book: Undiagnosed: The Ugly Side of Dyslexia by Ameer BarakaInstagram: @ameerbarakaFacebookLinkedInSupport Undiagnosed: The Ugly Side of Dyslexia (the biopic) This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast! This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle designed to help you spend less time figuring out what to do with screening data and move more quickly into purposeful, skill-based groups. Get your FREE grouping resource bundle here. Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,600 literacy educators. Connect with Michelle: Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast? Make a Donation to Support Production Interested in Learning More about Morphology? Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: Beyond Phonics Club Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club The Super Popular Suffix Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF! 🎉 Use code COLORFUL2 at checkout ⏰ Offer valid through November 10, 2026 https://phonicsreadalouds.com/products/suffix-s-book-and-plushie-bundle Book on Amazon: https://amzn.to/4yGBGGY Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color

What does dyslexia actually look like – from preschool through high school – and how can educators recognize when a student’s struggles may be telling us something more? In this Dyslexia Awareness Month bonus episode, Certified Dyslexia Therapist and teacher educator Barb Golub joins the show for an honest, practical, and incredibly fun conversation about recognizing and supporting students with dyslexia. Barb shares the personal story that ultimately led her into dyslexia therapy, and explains why dyslexia can be easy to miss, particularly in bright students who have become skilled at compensating. She walks through signs educators and families might notice at different ages. We also dig into why multilingual learners may be under-identified for dyslexia and why evaluators must consider both language acquisition and reading development rather than defaulting to a “wait and see” approach. They also discuss what needs to change at the systems level, why intervention shouldn't become a permanent placement without meaningful progress, and what general education teachers can do when they suspect a student is struggling – even when they don't have a specialist standing beside them. And because it's Barb, the episode ends with push-ups, miniature tchotchkes, irregular high-frequency words, crispy Diet Coke, and some literacy hot takes… obviously! Key Takeaways: What dyslexia is – and some persistent misconceptions about itSigns of dyslexia from preschool through adolescenceDyslexia therapy versus traditional tutoringFidelity, dosage, mastery, and responsive instructionWhy strong instruction for dyslexic readers can also support other readersThe importance of vetting literacy materials and practices Connect with Barb Golub: Website: https://www.barbgolub.com/Email: [email protected]: @literacy_barbLinkedIn Mentioned in this episode: Beyond Phonics Club Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club The Super Popular Suffix Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF! 🎉 Use code COLORFUL2 at checkout ⏰ Offer valid through November 10, 2026 https://phonicsreadalouds.com/products/suffix-s-book-and-plushie-bundle Book on Amazon: https://amzn.to/4yGBGGY Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color

What happens when schools treat academics and behavior as two completely separate systems? Dr. Dawn Miller and Dr. Pamela Radford of MTSS Innovations help us explore what it really means to build an integrated Multi-Tiered System of Supports (MTSS): one that recognizes that students’ academic, behavioral, social, and emotional needs don’t exist in isolation. We unpack the powerful relationship between academic success and behavior, including what can happen when a student’s academic struggles show up as avoidance, disengagement, disruptive behavior, or missed instructional time. We also explore the reverse: how behavioral needs and time away from instruction can compound academic difficulties. Dawn and Pam take us inside an integrated MTSS model, discussing how schools can move away from siloed academic and behavior teams and instead create systems in which educators examine multiple sources of data side by side. We talk about universal screening, attendance, office discipline referrals, behavioral screeners, and implementation data. We also dig into what this means for Tier 1 instruction and evidence-based practices. Dawn and Pam explain why selecting an evidence-based practice isn't simply about finding something that “works”; it's about considering the student, the context, available resources, implementation, and the interaction between academic and behavioral needs. For leaders wondering where to even begin? Dawn offers an important reminder: “don't let perfect be the enemy of good”. You may begin by strengthening one part of your system, but the vision from the beginning should be one of integration. Key Takeaways: What an integrated MTSS model actually looks like & why academic and behavioral data should be examined togetherThe relationship between academic struggles, behavior, engagement, and access to instructionBehavioral data sources including attendance, office discipline referrals, universal screeners, and daily progress reportsHow engagement and opportunities to respond can influence both academic and behavioral outcomesSelecting evidence-based practices based on student need, context, resources, and fitThe role of implementation fidelity, and why fidelity data should be used to support educatorsHow leaders can begin moving from siloed systems toward an integrated MTSSWhy continuous improvement really does have to be continuous Resources Mentioned: Book: Leading Equity-Based MTSS for All StudentsBook: Promoting Effective MTSS Implementation: Challenges and Solutions for School ConsultationBook: Explicit Instructionhttps://www.mtss-innovations.com/MTSS Fidelity Integrity Assessment (FIA)Self Assessment of MTSS Implementation - Illinois (SAM-I)MTSS Innovations: The Collective & Additional FREE Resources:Recorded webinar: "Epic Fails" where Dawn shares the journey of an integrated model in a first-ring suburban districtRecorded webinar: “Find Your Focus,” that highlights the 6 habits of MTSS to incorporate into an integrated approachA MTSS Discussion Guide for District and School Leaders This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast! Connect with Pam and Dawn: Email: [email protected] & [email protected]: Dawn Miller & Pam RadfordWebsite: https://mtss-innovations.com/Join MTSS Innovations: The Collective to learn in community and receive research-backed support alongside other MTSS leaders. This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle designed to help you spend less time figuring out what to do with screening data and move more quickly into purposeful, skill-based groups. Get your FREE grouping resource bundle here. Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,600 literacy educators. Connect with Michelle: Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast? Make a Donation to Support Production Interested in Learning More about Morphology? Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color The Super Popular Suffix Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF! 🎉 Use code COLORFUL2 at checkout ⏰ Offer valid through November 10, 2026 https://phonicsreadalouds.com/products/suffix-s-book-and-plushie-bundle Book on Amazon: https://amzn.to/4yGBGGY Beyond Phonics Club Find out more about our membership community:...

Dr. Sarah Brown and Dr. Kelly Powell-Smith, co-authors of Routines for Reading Results: A Practical Approach for Accelerating Growth, alongside Dr. Stephanie Stollar and Beth Madden unpack the principles of Direct Instruction and explain why effective reading instruction depends not only on what we teach, but on the intentional design and delivery of instruction. They walk through the four phases of learning: acquisition, automaticity, generalization, and adaptation – and explain why students can appear to “get it” during a lesson yet struggle to retain or apply that learning later. The conversation also tackles a common criticism of scripted instruction: Do scripts stifle teacher creativity and responsiveness? Sarah and Kelly explain why thoughtfully designed routines can actually reduce cognitive load for teachers, provide consistency for students, and free educators to focus on the thing that cannot be scripted ahead of time: how students are responding in the moment. They also discuss how these routines can live alongside existing high-quality instructional materials, how educators can use data to identify gaps rather than continually purchasing new programs, and what school leaders can do to support implementation. Key Takeaways: Direct Instruction (DI) defined & why both the design and delivery of instruction matterThe four phases of learning: acquisition → automaticity → generalization → adaptation & how instructional needs change depending on a student’s phase of learningThe role of precise, concise teacher languageModeling, leading, testing, firming, and providing individual turns – while building sufficient practice and intentional error correction into instructionHow leaders can support implementation through collaboration, data analysis, ongoing learning, and coaching Resources & References Mentioned: Book: Routines for Reading Results: A Practical Approach for Accelerating Growth - Stephanie Stollar, Kelly A. Powell-Smith, Beth A. Madden & Sarah Brown (Amazon)Book: Routines for Reading Results (Solution Tree)Book: Teaching Struggling and At-Risk Readers: A Direct Instruction Approach - Doug Carnine and colleaguesDirect Instruction: the instructional approach originating in the work of Siegfried EngelmannProject Follow Through: “the largest and most consequential educational experiment in U.S. history, and its findings continue to inform NIFDI’s work to promote evidence-based, replicable instructional practices.”Research on connected phonation/continuous blending (Gonzalez-Frey, S. M., & Ehri, L. C. (2021). Connected Phonation is More Effective than Segmented Phonation for Teaching Beginning Readers to Decode Unfamiliar Words. Scientific Studies of Reading, 25(3), 272–285. https://doi.org/10.1080/10888438.2020.1776290) This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast! Connect with Dr. Sarah Brown: Website: https://systemimpactconsulting.com/Contact Dr. Sarah Brown on her WebsiteLinkedIn: Sarah Brown Ph.D.Join Dr. Brown’s MTSS Data AcademyDr. Brown also offers Virtual Coaching Sessions! Connect with Dr. Kelly Powell-Smith: LinkedIn: Kelly A. Powell-SmithMount St. Joseph University: Kelly Powell-Smith This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle designed to help you spend less time figuring out what to do with screening data and move more quickly into purposeful, skill-based groups. Get your FREE grouping resource bundle here. Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,600 literacy educators. Connect with Michelle: Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast? Make a Donation to Support Production Interested in Learning More about Morphology? Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: The Super Popular Suffix Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF! 🎉 Use code COLORFUL2 at checkout ⏰ Offer valid through November 10, 2026 https://phonicsreadalouds.com/products/suffix-s-book-and-plushie-bundle Book on Amazon: https://amzn.to/4yGBGGY Beyond Phonics Club Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color

Developmental Language Disorder (DLD) affects approximately 1 in 14 people, yet many educators have never heard of it. So what might DLD actually look like in the classroom? How can we better support students when difficulties with language intersect with dyslexia, ADHD, executive function, reading, spelling, and writing? Speech-language pathologists, Kathleen Love and Beth Coppoc Gunshor take us for a deep dive into DLD and language-based literacy intervention. Kathleen and Beth unpack the differences and overlap among DLD, dyslexia, and ADHD, including why a student who appears inattentive or off-task may actually be struggling with the language demands of a task. They also share subtle signs of DLD educators can watch for: from vague vocabulary and word-retrieval difficulties to challenges following directions, understanding complex sentences, and telling cohesive stories. Then, the conversation turns practical. Kathleen and Beth explore ways educators can manage cognitive load, strengthen vocabulary instruction, and provide the repeated, explicit language experiences students with DLD may need. They also take us inside their intervention practices to show how Structured Word Inquiry (SWI) can extend far beyond spelling – supporting morphology, vocabulary, syntax, semantic networks, executive function, oral language, and even confidence. Key Takeaways: DLD definedThe overlap and distinctions among DLD, dyslexia, and ADHDPractical ways to reduce unnecessary cognitive load without reducing the thinkingHow to strengthen vocabulary instruction for students with language difficultiesWhy Structured Word Inquiry can be a powerful tool for building language as well as literacy Resources Mentioned: Conifer literacy appDLD and MeOxEd & Assessment / NELIDr. Tiffany Hogan / The Speech and Language (SAiL) Literacy Lab2026 ASHA Convention Connect with Kathleen Love: Website: https://conifermatrix.com/Instagram: @conifermatrixConifer Matrix on FacebookWebsite: https://www.raincityreading.com/Instagram: @rain.city.readingRain City Reading on FacebookRain City Reading on YouTubeRain City Reading Newsletter Connect with Beth Coppoc Gunshor: Website: http://bcgslp.com/Instagram: @bcgslpBCG SLP on FacebookBCG SLP Shop - T-ShirtsBCG SLP Shop - Stickers This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle designed to help you spend less time figuring out what to do with screening data and move more quickly into purposeful, skill-based groups. Get your FREE grouping resource bundle here. Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,600 literacy educators. Connect with Michelle: Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast? Make a Donation to Support Production Interested in Learning More about Morphology? Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: Beyond Phonics Club Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club The Super Popular Suffix Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF! 🎉 Use code COLORFUL2 at checkout ⏰ Offer valid through November 10, 2026 https://phonicsreadalouds.com/products/suffix-s-book-and-plushie-bundle Book on Amazon: https://amzn.to/4yGBGGY Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color

Decodable texts are an important tool for helping readers apply their phonics knowledge, but are we squeezing everything we can out of them? Dr. Wiley Blevins – longtime educator, researcher, author, and one of the most recognized voices in phonics instruction – shares all about choosing and using decodable texts. When it comes to choosing decodable texts, Wiley shares the prevailing thinking around how decodable a text actually needs to be. We also tackle a question that doesn't always have a neat answer: When are students ready for less-controlled text? Wiley shares what he's currently exploring in his research, why that transition may look different from student to student, and why we shouldn't confuse being able to read a pattern with truly mastering it for spelling. We also get into using decodable texts for all they’re worth. In fact, decodables certainly can go far beyond simply getting students to practice a target phonics pattern. Wiley shares how he uses decodable texts across multiple days and throughout the literacy block to build oral language, fluency, vocabulary, syntax, writing, knowledge-building, and of course, comprehension. He walks us through practical routines teachers can use and explains how decodables can support differentiation for students who need additional practice with previously taught skills. Key Takeaways: Why decodable texts are a practice tool, fluency-building tool, and support for spellingWhat the research actually says (and doesn't say) about decodability percentagesWhat makes a high-quality decodable text & why natural language mattersHow to scaffold grade-level decodables for students who need additional supportHow to get more mileage from a decodable after the first read Resources: Book: Differentiating Phonics Instruction for Maximum Impact by Wiley BlevinsBook: Choosing and Using Decodable Text by Wiley BlevinsBook: A Fresh Look at Phonics by Wiley BlevinsBook: Phonics from A to Z by Wiley BlevinsBook: The Megabook of Spelling (K-2) by Wiley BlevinsBook: The Megabook of Spelling (3-5) by Wiley BlevinsBook: Teaching Phonics & Word Study in the Intermediate Grades by Wiley BlevinsReycraft Books This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast! Connect with Dr. Wiley Blevins: Website: http://www.wileyblevins.com/LinkedInTwitter/XInstagram This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle designed to help you spend less time figuring out what to do with screening data and move more quickly into purposeful, skill-based groups. Get your FREE grouping resource bundle here. Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,600 literacy educators. Connect with Michelle: Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast? Make a Donation to Support Production Interested in Learning More about Morphology? Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: The Super Popular Suffix Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF! 🎉 Use code COLORFUL2 at checkout ⏰ Offer valid through November 10, 2026 https://phonicsreadalouds.com/products/suffix-s-book-and-plushie-bundle Book on Amazon: https://amzn.to/4yGBGGY Beyond Phonics Club Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color

Before we get into what the research currently says about teaching phonological awareness and the alphabet, this episode begins by breaking down some key terminology. What makes a practice evidence-based? What’s the difference between research-based and research-tested? What should we consider when implementing instruction aligned with the Science of Reading? Dr. Shayne Piasta, Distinguished Professor at THE Ohio State University and Faculty Associate at the Crane Center for Early Childhood Research and Policy, helps unpack what we know, what we’re still learning, and how educators can make evidence-informed decisions. We then dig into phonological and phonemic awareness. Dr. Piasta explains what research has established about the importance of PA, why phonemic awareness ultimately matters for reading and spelling, and where questions remain about exactly how PA should be taught. We discuss larger versus smaller units of sound, advanced tasks, group size, dosage, incorporating letters, and even differentiation. Next, we turn to alphabet learning and instruction. Research increasingly supports teaching names and sounds simultaneously. We also discuss what makes certain letters easier (or harder) to learn, the acrophonic principle, letter sequence and pacing, and what effective alphabet instruction can look like in a kindergarten classroom. Finally, Dr. Piasta shares trusted sources for evaluating evidence and reminds us why evidence-informed instruction requires research, professional expertise, and knowledge of the students sitting in front of us. *Please Note: We experienced some audio issues toward the very end of the episode. We did our best to improve the audio quality and appreciate your understanding. Key Takeaways: Evidence-based vs. evidence-informed literacy instructionThe difference between research-based and research-tested practicesWhat we confidently know about phonological and phonemic awarenessWhat we still don’t know about the most effective way to teach PAInformation about Project OPAL and the questions researchers are currently testingWhether letter names or letter sounds should be taught firstAlphabet scope, sequence, and pacingWhat effective alphabet instruction can look likeInformation about CREATE-EBP and teacher-researcher collaborationHow educators can become better consumers of literacy research Resources Mentioned: Project OPAL: Optimizing Phonological Awareness LearningCREATE-EBP: Collaborating Researchers & Educators Apply Technology to Establish Evidence-Based PracticesDr. Shayne Piasta's Early Literacy and Learning Lab, including research, current projects, opportunities to collaborate, and a newsletterThe Early Literacy and Learning Lab Research Interest SurveyDuke & Martin (2011) - 10 Things Every Literacy Educator Should Know About ResearchNational Reading PanelRice et al. (2022) - Phonemic Awareness: A Meta-Analysis for Planning Effective InstructionErbeli et al. (2024) - A Meta-Analysis on the Optimal Cumulative Dosage of Early Phonemic Awareness InstructionAlphabet Learning & InstructionWhat Works Clearinghouse & Institute of Education Sciences Practice GuidesRegional Educational LaboratoriesBest Evidence EncyclopediaReading RocketsNational Center on Improving LiteracyThe Reading LeagueFlorida Center for Reading ResearchLet's Know! / Let's Know! 2 - language-focused curriculum Connect with Dr. Shayne Piasta LinkedInDr. Shayne Piasta's Early Literacy and Learning Lab This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle designed to help you spend less time figuring out what to do with screening data and move more quickly into purposeful, skill-based groups. Get your FREE grouping resource bundle here. Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,600 literacy educators. Connect with Michelle: Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast? Make a Donation to Support Production Interested in Learning More about Morphology? Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: Reading Science Academy Get your FREE grouping resource bundle here:...

What if one of the richest language opportunities in your literacy block is already hiding inside your phonics word list? Even the simplest decodable words can carry surprisingly rich meanings. A word like “cap” might be something you wear on your head, the top of a bottle, an action you perform when you cover something, or even part of the phrase “no cap.” Simple to decode doesn't necessarily mean simple in meaning. In this episode, I share a few simple ways to intentionally sprinkle meaning into the decoding and spelling practice you're already doing. Key Takeaways: Why multiple-meaning, or polysemous, words offer such rich opportunities for language developmentWhy a quick contextual sentence during decoding or dictation is so importantHow "Word of the Day” and/or Multiple-Meaning Word Anchor Chart get students noticing interesting words across the school dayEven while sprinkling in meaning, it’s still essential to keep the pace and offer repetitions students need during phonicsIt’s unnecessary to explore every potential meaning at once We know explicit & systematic phonics helps students unlock the code, but meaning gives them something worth unlocking. Want to go Beyond Phonics? Join Beyond Phonics Club: A Membership Community with Michelle Sullivan & Sarah Paul (Logos Literacy Academy) Inside the Beyond Phonics Club, Michelle Sullivan and Sarah Paul have created ready-to-use lessons and resources, including lessons targeting multiple-meaning words, that help you expand phonics into richer work with meaning, morphology, vocabulary, grammar, and comprehension in mind. Go beyond phonics – without leaving phonics behind! This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle to help you turn fall screening data into skill-based groups that actually move students forward. Get your FREE grouping resource bundle here. Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,400 literacy educators. Connect with Michelle: Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast? Make a Donation to Support Production Interested in Learning More about Morphology? Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color Beyond Phonics Club Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club The Super Popular Suffix Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF! 🎉 Use code COLORFUL2 at checkout ⏰ Offer valid through November 10, 2026 https://phonicsreadalouds.com/products/suffix-s-book-and-plushie-bundle Book on Amazon: https://amzn.to/4yGBGGY

What happens after students master single-syllable words in phonics, but the words in their books keep getting longer? Dr. Devin Kearns takes us for a deep dive into polysyllabic word reading and what the research tells us about helping students tackle increasingly complex words. He explains why the transition into longer words presents challenges that simply don't exist in single-syllable words, including the unpredictability of single-letter vowels, reduced vowels & schwa, and the growing prevalence of derivational suffixes. He also challenges some long-standing approaches to syllable division and explains why more rules and terminology aren't necessarily better for students. You'll learn about ESHALOV ("Every Syllable Has At Least One Vowel") as well as the “peeling-off strategy” for recognizing affixes and accessing the base of polymorphemic words. The conversation also explores lexical verification (i.e., set for variability): how readers adjust an initially decoded pronunciation until it connects with a word in their mental lexicon. Key Takeaways: What the research suggests about traditional syllable division rulesHow to use the strategy: ESHALOV for polysyllabic wordsHow to use the “Peeling-off” strategy for polymorphemic wordsHow lexical verification helps students move from a plausible pronunciation to a known spoken wordWhat advanced decoding instruction might look like in the upper elementary classrooms Resources Mentioned: PhinderHigh-Frequency Syllables & Morphemes (compiled by Dr. Devin Kearns)The Word Complexity of Primary-Level Texts: Differences Between First and Third Grade in Widely Used Curricula by Devin Kearns & Elfrieda HiebertHelping Students With Dyslexia Read Long Words by Devin Kearns & Victoria WhaleyBuilding BRIDGES: A Design Experiment to Improve Reading and United States History Knowledge of Poor Readers in Eighth Grade - O’Connor, Beach, Sanchez, Bocian, & Flynn - ESHALOV principle (Every Syllable Has At Least One Vowel)Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcomes - Lovett, M. et al. - “Peeling Off” Strategy Connect with Dr. Devin Kearns: Website: https://www.devinkearns.com/LinkedInInstagram: @devin.kearnsX: @devin_kearns This podcast is brought to you by Reading Science Academy, where our friend Stephanie Stollar is giving Literacy in Color listeners an exclusive, free grouping resource bundle to help you turn fall screening data into skill-based groups that actually move students forward. Get your FREE grouping resource bundle here. Or, become a member of Reading Science Academy to learn in community and receive research-backed support alongside over 1,400 literacy educators. Connect with Michelle: Visit: www.michelleandthecolorfulclassroom.comFollow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomFor Phonics Resources, grab: The COLORFUL Phonics Toolkit Want to Support the Podcast? Make a Donation to Support Production Interested in Learning More about Morphology? Logos Literacy Academy with Michelle Sullivan & Sarah PaulJoin: Beyond Phonics Club - our Membership Community Mentioned in this episode: Reading Science Academy Get your FREE grouping resource bundle here: https://www.stephaniestollarconsulting.com/groupingsheets?utm_source=podcast&utm_medium=show_notes&utm_campaign=podcast Join The Reading Science Academy: https://www.stephaniestollarconsulting.com/register?utm_source=podcast&utm_medium=show-notes&utm_campaign=literacy-in-color Beyond Phonics Club Find out more about our membership community: https://beyond-phonics-club.circle.so/beyond-phonics-club The Super Popular Suffix Grab The Super Popular Suffix -s Book + Essie Plushie Bundle for 15% OFF! 🎉 Use code COLORFUL2 at checkout ⏰ Offer valid through November 10, 2026 https://phonicsreadalouds.com/products/suffix-s-book-and-plushie-bundle Book on Amazon: https://amzn.to/4yGBGGY