Science of Reading: The Podcast

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Rating
4.6
from
500 reviews
This podcast has
124 episodes
Language
Explicit
No
Date created
2019/10/14
Average duration
52 min.
Release period
13 days

Description

Science of Reading: The Podcast will deliver the latest insights from researchers and practitioners in early reading. Via a conversational approach, each episode explores a timely topic related to the science of reading.

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Podcast episodes

Check latest episodes from Science of Reading: The Podcast podcast


S8 E10: Comprehension is an outcome, with Sharon Vaughn
2024/02/14
Dr. Sharon Vaughn, award-winning researcher and multi-published author, who has advised on literacy across 30 states and 10 different countries, joins Susan Lambert on this episode. She digs into how we can build reading comprehension rather than teach it, and what it means for comprehension to be a learning outcome rather than a skill. She and Susan touch on how to ask the right comprehension questions, how to ensure coherency in teaching background knowledge, and where it's easy to go wrong—with knowledge building and with the Science of Reading as a whole. Listeners will walk away with a deeper understanding of which skills lead to comprehension and how to avoid strategy overload. Show notes:  What Works Clearinghouse: Providing Reading Interventions for Students in Grades 4—9Website: meadowscenter.org Quotes:   “Comprehension is an outcome, and it's based on being able to read words accurately, know what they mean, have adequate background knowledge, and also being able to make inferences.” —Sharon Vaughn, Ph.D. “I've seen things go awry. Good things get interpreted incorrectly. The Science of Reading has that potential … where people could take that and sort of start creating their own meaning about what it means and start downloading that in districts and schools in ways that are counterproductive.” —Sharon Vaughn, Ph.D. “If you look at the early studies from the late ‘80s and early ‘90s, they really were the building blocks for phonemic awareness and phonics and the way in which we have identified the foundation skills as being essential. We act like the Science of Reading is something new, and we've been building this for decades.” —Sharon Vaughn, Ph.D. Episode timestamps* 02:00: What Works Clearinghouse Practice Guide 04:00: Reading Comprehension: What it is and what it isn’t 09:00: How could we mess up background knowledge? 13:00: The relationship between vocabulary and knowledge building 21:00: Word knowledge and world knowledge, especially in the upper grades 24:00: Strategy of asking and answering questions 26:00: Text matters 27:00: Integrating stretch text 31:00: Collaborative strategic reading 39:00: Project PACT *Timestamps are approximate, rounded to nearest minute
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S8 E9: Knowledge building can’t wait, with HyeJin Hwang
2024/01/31
Dr. HyeJin Hwang is an assistant professor and literacy researcher whose research interests revolve around reading comprehension and content learning in K–12 settings, particularly for multilingual students. In this week’s episode of the podcast, HyeJin Hwang talks with Susan Lambert about background knowledge (what it is, how it’s built, and more), the importance of broad knowledge, the connections between knowledge and vocabulary, and unit planning rather than lesson planning. English wasn’t Dr. Hwang’s own first language, and her research on supporting multi-language learners is informed by her own experiences learning English and later teaching English as a second language.  Whether you’re just starting to establish a solid foundation on knowledge building or you’re looking to explore the topic from new angles, this episode is the one to listen to. Show Notes:  Meta-Analysis: “Effects of integrated literacy and content-area instruction on vocabulary and comprehension in the elementary years: A meta-analysis,” by HyeJin Hwang et al., 2021Practitioner Paper: “What research says about leveraging the literacy block for learning” (p.35-48), by HyeJin Hwang et al., 2021Read: “Making the most of read-alouds to support primary-grade students’ inference-making," by HyeJin Hwang et al., 2023Read: “A longitudinal investigation of directional relations between domain knowledge and reading in the elementary years,” by HyeJin Hwang, et al., 2022Read: “The multidimensional knowledge in text comprehension framework,” by Kathryn S. McCarthy and Danielle S. McNamara, 2022Listen: S8E1, with Reid Smith and Pamela SnowListen: S8E2, with Molly Ness Quotes: “Knowledge building cannot wait… Start from the beginning of schooling, from early grades. Multilingual students and monolingual students, they both need support developing knowledge and literacy skills.” —HyeJin Hwang “In knowledge building, we usually like to go for cultivating in-depth knowledge. That means interconnected ideas need to be told throughout multiple lessons, multiple classes, rather than planning individual separate lessons.” —HyeJin Hwang “When readers have good broad knowledge, prior knowledge, then it is more likely the readers can recall text information ideas, and they can make better inferences about missing ideas in text.” —HyeJin Hwang Episode Content Timestamps* 2:00: Introduction: Who is Dr. HyeJin Hwang? 6:00: Comprehension models 8:00: What is background knowledge? 10:00: Activating and integrating background knowledge 15:00: Mitigating background knowledge issues 21:00: Strategy instruction 22:00: What should knowledge building instruction look like for students? 27:00: Advice for elementary school teachers to change their instruction 32:00: Broad knowledge and why it matters 38:00: Content knowledge and multilingual learners 44:00: Final thoughts and advice *Timestamps are approximate, rounded to nearest minute
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S8 E8: The plea to preserve deep reading, with Maryanne Wolf, Ed.D.
2024/01/17
A name known throughout the literacy world, Maryanne Wolf, Ed.D., directs UCLA’s Center for Dyslexia, Diverse Learners, and Social Justice. She’s published over 170 scientific articles  and four books focusing on the science of the reading brain. In her conversation with Susan in this episode, she discusses the reading brain in a digital context and delves into some of the tensions of the present moment in literacy instruction: the Science of Reading beyond just phonics, the plea to preserve deep reading, and literacy and screens. She also talks about the topics she’s most focused on and the ones she feels are most pressing in general when it comes to research on the brain and literacy. And she ends with an impassioned message to teachers, expressing her deep respect and gratitude. Show notes: Book: Proust and the Squid: The Story and Science of the Reading BrainBook: Tales of Literacy for the 21st Century: The Literary AgendaBook: Reader, Come Home: The Reading Brain in a Digital World Listen: Maryanne Wolf on The Ezra Klein ShowQuotes: “What I would say to any teacher of balanced literacy: Let us bring our best selves and expand our knowledge. We both have things we can learn from each other. ” —Maryanne Wolf, Ed.D. “Pass on why you learned to be a teacher. Pass it on to your students. Let’s make that next generation of teachers truly excited about what we can do to release the potential of every child.” —Maryanne Wolf, Ed.D. Episode Content Timestamps* 2:00: Introduction: Who is Maryanne Wolf? 7:00: Cognitive neuroscience and how it relates to early childhood literacy 14:00: Elements kids aged 0-5 need to develop before build the reading circuits in the brain 21:00: Maryanne’s first book, Proust and the Squid 27:00: Maryanne’s third book, Reader Come Home 31:00: The reading brain in the digital age: What screens do to the reading brain 43:00: Maryanne Wolf and the Science of Reading movement 48:00: Discussing presentation with the Teachers College 55:00: Most important topics in the evolving world of reading research 58:00: Maryanne’s message to teachers of deep gratitude and respect  *Timestamps are approximate, rounded to nearest minute
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S8 E7: Vocabulary is unconstrained, with Tanya S. Wright
2024/01/03
As a writer of several books for teachers and parents, former kindergarten teacher, and current associate professor of language and literacy in the Department of Teacher Education at Michigan State University, Tanya S. Wright, Ph.D., has maintained focus on a singular question: How can we most effectively work with students in the early education setting? In answering that question, Wright has researched and written on two interesting areas: vocabulary development, and best practices for literacy development in young children. Listeners will come away from this conversation with some great tips and strategies for developing vocabulary, working effectively with younger students, and integrating writing and vocabulary. Show notes: Read: “A Teacher's Guide to Vocabulary Development Across the Day: The Classroom Essentials Series”Read: “Literacy Learning for Infants, Toddlers, and Preschoolers: Key Practices for Educators”More from Dr. Wright: Follow Tanya S. Wright on XQuotes: "We need kids to be able to sound out the words, but we also need them to know what they mean. Otherwise, the text won't make sense. So we really need to be working on both of these at the same time." —Tanya S. Wright "Really value what kids bring to the classroom, even if it's not perfect yet, or if it's not exactly what adults would say." —Tanya S. Wright "It's really important that we're thinking about purposeful, planned, and intentional vocabulary supports to make sure that everybody is included in the learning and can participate in the classroom." —Tanya S. Wright "Realistically, kids love to learn big words. They make use of them. They don't really differentiate it. So that's an adult imposition, right? Which ones are the big ones or which ones are the hard ones? If we use them with kids, they will use them too. And enjoy it." —Tanya S. Wright Episode content timestamps*: 2:00: Introduction: Who is Tanya Wright? 4:00: Journey to studying vocabulary: What is the importance? 6:00: What does it mean to know a word? 11:00: How do knowledge and vocabulary connect and why can't they be divorced? 17:00: Tips for being planned and purposeful with vocabulary instruction 22:00: Integrating vocabulary across content areas 27:00: What would you say to someone who says a word is "too hard" for a kid? 33:00: How has your thinking changed about the approach to vocabulary from when you started your research? 37:00: Final advice for educators *Timestamps are approximate, rounded to the nearest minute. 
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S8 E6: Like teacher, like student: Showing up as your full self, with Dr. Jasmine Rogers
2023/12/20
Returning guest and recent doctoral degree recipient Dr. Jasmine Rogers rejoins the podcast to discuss findings from her research on Black language and teacher perceptions of Black language. Dr. Rogers shares strategies for how educators can better serve students by allowing them to be more themselves in the classroom. She also shares specific teacher approaches she's observed that listeners can apply in their own classrooms. Lastly Dr. Rogers inspires listeners with emotional stories—including her own—about educators learning and growing, and posits that starting with introspection can often have the greatest impact on the classroom. Show notes: Listen: Jasmine’s first appearance on Science of Reading: The PodcastRead: “The Importance of Phonemic Awareness Instruction for African American Students” by Ramona T. Pittman, Marianne Rice, Esther Garza, and Myriam J. GuerraRead: “Difference or Deficit in Speakers of African American English?” by Linda M. Bland-StewartReference: “Phonemic Inventories and Cultural and Linguistic Information Across Languages,” American Speech-Language-Hearing Association (ASHA)Quotes: "You address people as human beings because they're human and that's the right thing to do." —Dr. Jasmine Rogers "The history of our country, the history of who we are as individuals in our families, absolutely impacts who we are as teachers and how we show up in the classroom." —Dr. Jasmine Rogers "A lot of change is just being open to feedback, being curious, and ensuring that whatever you are doing, you are not causing harm to students." —Dr. Jasmine Rogers "If I was able to make a change, you 110 percent can make a change. And a lot of that is just being open to feedback, being curious, and ensuring that whatever you are doing, you are not causing harm to students." —Dr. Jasmine Rogers Episode Content Timestamps* 2:00: Recap of the last episode with Dr. Jasmine Rogers 4:00: How teachers respond when students use Black language in their lessons and how that impacts student behavior 11:00: Observation on teacher moves in the classroom, pre and post professional development 23:00: Tips for educators wanting to be more affirming in the classroom 26:00: Resources for learning the phonological features of different languages & the importance of relationship building and knowing your students 31:00: How we teach irregularly spelled words & syllable stresses 35:00: Emotional stories from educators & final encouragement from Dr. Jasmine Rogers *Timestamps are approximate, rounded to nearest minute
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S8 E5: No perfect set of words: Building vocabulary, with Margaret McKeown
2023/12/06
This episode’s guest is Margaret McKeown, Ph.D., a retired professor from the University of Pittsburgh, decades-long researcher, and former elementary school teacher. In it, Margaret and Susan address why vocabulary is so important, particularly for knowledge building; talk about the various elements of effective vocabulary instruction; discuss the key role of informal instruction in vocabulary building; and share best practices for assessing vocabulary. Listeners will come away from this episode with a deeper understanding of the how and why of vocabulary instruction, as well as tips for bolstering vocabulary instruction in their own communities. Show notes: Follow Margaret on XListen: In Season 8 Episode 3, Gina Cervetti also spoke with Susan about vocabulary development Book: Bringing Words to Life: Robust Vocabulary Instruction by Isabel L. Beck, Margaret G. McKeown, Linda Kucan Book: Creating Robust Vocabulary by Isabel L. Beck, Margaret G. McKeown, Linda Kucan Book: Vocabulary Assessment to Support Instruction by Margaret G. McKeown, Paul D. Deane, Judith A. Scott, Robert Krovetz, and René R. LawlessWebsite: Etymonline.com, for learning about etymology Quotes: “Good instruction needs to be interactive. We're using words. Vocabulary pervades the day.” —Margaret McKeown “Relax, because you're never going to be able to teach kids all the words that they really need to know, so just drop that.” —Margaret McKeown “There is no perfect set of words, so don't worry about which words you're using, just sort of tune your mind to the kinds of words that turn up in texts a lot, ones that go across texts, not so much ones that are just, domain specific, but what words am I going to read in a novel, a social studies text, a newspaper article? Those are the kinds of words.” —Margaret McKeown “If you do one thing, set up an attitude about words, this idea of reveling in words, and then just drop them in.” —Margaret McKeown
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S8 E4: Brace for impact: Unifying classrooms through mission-based learning, with John Hattie
2023/11/22
On this wide ranging episode, Susan finally gets the chance to speak with famed education thinker and author John Hattie, Ph.D. Hattie has authored dozens and dozens of books. He’s best known for his book, Visible Learning, which now has a sequel. In this episode, he discusses his career and shares with Susan some of the biggest takeaways from his work. He also explains what meta-analysis is and discusses some of the biggest takeaways from meta-analysis in the education field. They both also delve into the importance of successful implementation. And, finally, Hattie shares his thoughts on AI and the future of education. This episode offers many practical tips for educators to realign with their mission and dig into why they do what they do and how to best make an impact. Show notes:  Book: Visible Learning: The Sequel by John Hattie Book: Visible Learning and the Science of How We Learn by John Hattie and Gregory C.R. YatesBook: Making Room for Impact by Arran Hamilton, John Hattie, and Dyland WilliamRead: The Future of AI in Education: 13 Things We Can Do to Minimize the DamageQuotes: “Your job is not to get through the curriculum, your job is not to get kids engaged in authentic, real-world, exciting tasks. Your job is to have an impact across those many notions.” —John Hattie, Ph.D. “We're very good at finding problems and fixing them but we're not as good—we're not having the courage—to study expertise and scale it up. And that's my mission. Scale up the expertise we have.” —John Hattie, Ph.D. “I'm an evidence-based person. Sometimes I don't like the results, but that doesn't mean you get to deny it. Some people want to deny it. Some people want to get angry with it. And sometimes evidence does get in the way of a good opinion.” —John Hattie, Ph.D.
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S8 E3: Knowledge and vocabulary: Two sides of the same coin, with Gina Cervetti
2023/11/08
In this episode, Susan Lambert talks to Gina Cervetti, Ph.D., about literacy development, knowledge building, vocabulary expansion—and the deep connections between all three. Gina explains why she sees knowledge and vocabulary as two sides of the same coin. She also attempts to expand the listener's understanding of what knowledge really is; it’s not just subject-area knowledge, it’s also cultural knowledge. In this process, she introduces the idea of conceptual coherence, the benefits of this approach to knowledge building, and  avenues for implementing it in the classroom. Lastly, Gina offers strategies for how teachers can effectively build students’ vocabulary without relying on a vocabulary list which she notes is not backed by the research. Show notes: Faculty Page: Gina N. CervettiWebsite: Seeds of Science/Roots of ReadingRead: “Research-Based Principles for Improving the Reading Achievement of America’s Children” by the Center for the Improvement of Early Reading AchievementQuotes: “Above all other things in education, literacy is a gateway to so many of the things that are essential for human flourishing and human choice.” —Dr. Gina Cervetti “I like to think about vocabulary, not as individual words, right, but as a set of labels for ideas that we want kids to be able to read about and talk about and write about.” —Dr. Gina Cervetti “It's really hard to teach individual words in ways where that learning is durable…Because it's not connected to something.” —Dr. Gina Cervetti “When you can see yourself or connect to the experiences you bring to a text it’s great for your comprehension.” —Dr. Gina Cervetti “Knowledge is so complex that it actually offers a number of different benefits. And different kinds of knowledge actually benefit literacy development in different ways.” —Dr. Gina Cervetti
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S8 E2: The joy of reading aloud with Molly Ness
2023/10/25
Many educators understand the value of reading aloud to students, but may not have yet unlocked the full power of these tools as an intentional, consistent, and joyful instructional approach. In this episode, we welcome Molly Ness, author or the recent book, Read Alouds for All Learners: A Comprehensive Plan for Every Subject, Every Day, Grades PreK—8. Molly—a former classroom teacher herself, who also spent 16 years as a teacher educator—gives us an overview of the research on read-alouds, detailing the myriad benefits (linguistic, socioemotional, motivational, and physiological) they provide students. Molly also lays out strategies for effective read-alouds, instructions on how to properly plan and implement them, and specific examples of the pre-work process for texts like Knuffle Bunny by Mo Willems. Show notes: Book: “Read Alouds for All Learners: A Comprehensive Plan for Every Subject, Every Day, Grades PreK–8” by Molly Ness *Use promo code “AmplifyPodcast20” from Oct. 24, 2023–Dec. 15, 2023, for a 20% discount on the paperback version. Read: “What are Teachers Reading and Why?: An analysis of elementary read aloud titles and the rationales underlying teachers’ selections” by Kristin Conradi Smith, Craig A. Young, and Jane Core YatzeckWebsite: www.drmollyness.comX account: @drmollyness*Terms and conditions: Discount valid on SolutionTree.com only. Enter promo code AmplifyPodcast20 at checkout to receive a 20% discount on the paperback version of Read Alouds for All Learners. Offer expires December 15, 2023. Not valid for bookstores, distributors, or resellers. Continental U.S. only. Cannot be combined with other offers. For customers submitting a purchase order, payment must be received by December 15, 2023, to qualify for this offer. Quotes: "A read-aloud is an interactive language experience...where a teacher reads something, elicits a conversation from students. Those conversational turns are so essential in [a] read-aloud. It's a shared literacy experience around a text." —Molly Ness "What I don't think teachers understand, and I say this having been one of those teachers, is the intentionality that needs to happen in planning the read-aloud." —Molly Ness "When we add things like think-alouds and being explicit in our vocabulary, we are building [students'] metacognition and [their] abiliy to understand text." —Molly Ness "We all have those gaps in knowledge and life experiences, regardless of where we come from and regardless of our zip code and regardless of our personal or family situation." —Molly Ness
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S8 E1: Knowledge and comprehension: Never one without the other with Reid Smith and Pamela Snow
2023/10/11
In the premiere episode of Season 8 of Science of Reading: The Podcast, Susan Lambert is joined by guests Reid Smith and Pamela Snow to lay the groundwork for a season entirely centered on knowledge and knowledge-building. Reid and Pamela—of the SOLAR Lab at La Trobe University in Melbourne, Australia—recently co-authored (along with many others) a review of the literature on background knowledge and literacy. In this discussion, they share what they learned, including some surprising takeaways. This episode examines the  complexity of building background knowledge, the important role it plays in literacy, and the reasons we’ve decided to spend a whole season exploring it! Show notes: Read: "The Role of Background Knowledge in Reading Comprehension: A critical review"Read: "Elementary Teachers' Perspectives on Teaching Reading Comprehension"Blog: The Snow Report Website: The SOLAR LabQuotes: “We decided we'd embark on a knowledge-rich curriculum where we would make deliberate decisions about what it is that we would like our students to know about the world in which we live and thinking carefully about the coherence and sequencing of that knowledge.”  —Reid Smith “This idea of having a coherent curriculum that systematically builds knowledge and skills over time is something that we think is really important for our kids.” —Reid Smith “There's a group of students who, even when they know they have the background knowledge that's required to make inferences in a text, they find that really difficult, that they have difficulty identifying the pieces of knowledge that they actually have that are going to enable them to make inferences with a particular text.” —Reid Smith “Explicit teaching is an important way of building accurate background knowledge, building schema about a topic that, of course, is an important social equity lever for us to pull because not all students have equal opportunities.” —Pamela Snow “Background knowledge has a particularly strong effect for those students who don't have other compensatory mechanisms to be able to pick up the ball when they don't have that background knowledge.” —Reid Smith “The long-term memory makes no distinction between information that's correct or incorrect…so, of course, the incorrect knowledge would impact on our understanding." —Reid Smith “I think we respect teacher autonomy when we give them the knowledge that they need about how the English writing system works, right across the Reading Rope, and how the English language works, right across the Reading Rope.” —Pamela Snow
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Back to School '23, Interlude Episode 3: Growing up with dyslexia with Kareem Weaver, Margaret Malaika Weaver, and Elijah Valencia
2023/10/04
In this episode, in honor of Dyslexia Awareness Month, we highlight Kareem Weaver's daughter Margaret "Margo" and nephew Elijah—both of whom learned they had dyslexia later in their young lives. After many struggles in school, Margo was diagnosed with dyslexia in high school. Meanwhile, Elijah was diagnosed with dyslexia only while he was incarcerated. Margo and Elijah discuss the impact of their diagnoses. Meanwhile, Kareem reflects on their stories and shares lessons learned for families and caregivers. Margo and Elijah also share their advice for educators and other young people about types of dyslexia. Show notes: Listen: Kareem Weaver’s first interview with Susan: What it takes to be a literacy education changemaker.Listen: Kareem Weaver’s most recent podcast appearance: The Right to Read: live from Plain TalkMuch more on dyslexia: Listen to S7E7 with Dr. Tim Odegard and S7E9 with Dr. Sally ShaywitzDocumentary: The Right to Read Website: FULCRUM (Full and Complete Reading is a Universal Mandate) Read: How dyslexia diagnosis changed a Bay Area high school softball player’s lifeQuotes: "It made me realize I wasn't the problem; something was wrong with me. I just had a little bump in the road that was making it just a little bit harder for me." —Margo Weaver "It shouldn't take having to go to jail to get what you need to learn how to read. That's the bottom of it." —Kareem Weaver "Just try to take a deep breath in and ask questions." —Elijah Valencia "Even when they were trying to help me ... it's like they were expecting me to be learning at everybody else's pace." —Elijah Valencia "Real talk as a parent: We got to own up to stuff." —Kareem Weaver "When a kid can't read and life gets a hold of you, it's a life cycle. Next thing you know, you find yourself in situatins that you never would have imagined." —Kareem Weaver "Most parents are overwhelmed and they need an ally in the building." —Kareem Weaver "I just wish somebody kind of sat with me and told me that I wasn't stupid and that I was okay." —Margo Weaver
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Back to School '23, Interlude episode 2 (Part 2): Embracing the complexity of learning to read with Dr. Reid Lyon
2023/09/27
This is Part 2 of our conversation with Dr. Reid Lyon, one of the leading experts in reading research. After years working for and with the highest levels of the U.S. government, Dr. Lyon stepped away from working on reading research. However, in May 2023, he released his "Ten Maxims: What We've Learned So Far About How Children Learn to Read." Picking up where we left off last episode, Dr. Lyon continues to expand on what we know about how children learn—and explains how much of this information was known two decades ago when he was testifying before Congress. He also goes into what he sees in the current Science of Reading landscape, and what he hopes for the future, and how both of those things led to the creation of his "Ten Maxims." Show notes: Listen to: Embracing the complexity of learning to read (Part 1)Dr. Reid Lyon: “Ten Maxims: What We've Learned So Far About How Children Learn to Read”Keith Rayner’s research: “Eye movements in reading and information processing: 20 years of research”Marilyn Adams: Beginning to ReadSusan Brady:  Phonological Processes in Literacy Emily Hanford: “Sold a Story: How Teaching Kids to Read Went So Wrong”Quotes: “The Science of Reading is cumulative and we’re learning all kinds of new things.” —Dr. Reid Lyon “A more realistic look at reading is in fact to understand the complexity, but not be intimidated by it.” —Dr. Reid Lyon “When you’re working on something that’s so critical to a life—to a child’s life—belief systems don’t cut it. Evidence cuts it.” —Dr. Reid Lyon
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Podcast reviews

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4.6 out of 5
500 reviews
shejtktksjrnebw 2023/09/27
Dr. Reid Lyon Episodes
Fascinating.
Im a Sagittarius 2023/10/06
Horrible
I thought this was about science / potential energy and forces and motion acceleration and kinetic energy I’m maddddd
Callerid 2023/10/04
So when do we actually get to the science of reading?
The first five episodes are about how teachers are horrible to children, and how they have been letting them down for years, and that children only ar...
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Shureeck 2023/08/18
Learned so much
I learn so much from this podcast. I am definitely a more informed teacher.
Dr. DJL 2023/06/21
Valuable Resource
I’m an adjunct professor in the education department of a small university. I use these podcasts as a learning tool for my students. I love that they ...
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Belijane13 2023/07/19
S7 S7: Didn’t answer the question:What is dyslexia
As an educator I was very interested in this episode and o help me understand my own dyslexic tendencies and how to help my students. Tim Odegard was ...
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skidi bop 2023/06/15
I want to host with you
Your the best podcast er ever please can I cast with you but I’ll do anything
FutureRS 2023/03/14
JBaier
I am addicted to your podcast! I have learned so much and am comforted that all I am learning in grad school in Longwood University’s RLL program is i...
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pmrodgers 2023/02/18
Great Information from Many Perspectives and Disciplines
Thank you for your work to bring some many different voices to this podcast! I love what I am learning from you and I appreciate the sensitivity you h...
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Htutt 2023/01/22
Completely annoying and self-absorbed.
The host interrupts her guests and constantly says "mmm" when she agrees or doesn't know how to respond to the guest. Don't host a podcast if you don'...
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check all reviews on aple podcasts

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