Literacy Listens

Read Charlotte

Literacy Listens is a short-form podcast that explores listening comprehension and its role in reading development. Each episode makes research actionable with practical strategies to help educators build strong readers.

  1. 8 JAN

    Episode 13 Literacy Listens: A Multicomponent Approach

    Episode 13: A Multicomponent Approach  In the final episode of Literacy Listens, Amber and Brian discuss why listening comprehension cannot be addressed through a single strategy. Drawing on research and classroom examples, they outline a multicomponent approach that integrates lower- and higher-level listening comprehension skills. The episode brings the series full circle by connecting theory to instructional decision making. Key Takeaways Listening comprehension consists of multiple interacting skills. Vocabulary, grammar and syntax, inference, perspective taking, reasoning, comprehension monitoring, text structure awareness, and knowledge work together. Strengthening one component supports others through indirect pathways. Instruction should address multiple skills in coordinated ways. Explicit instruction paired with meaningful listening comprehension tasks (read alouds, podcasts, audiobooks etc.) leads to stronger comprehension. Listening comprehension supports reading comprehension across development. What’s Next This episode concludes the planned Literacy Listens series. Listeners are encouraged to continue exploring listening comprehension research and resources at listeningcomprehension.org. Episode Resources Website: https://www.listeningcomprehension.org Organization: Read Charlotte https://www.readcharlotte.org   Production Notes Voices are AI generated Script developed with AI technology support Content reflects research curated by Read Charlotte References Cabell, S. Q., Justice, L. M., Konold, T. R., & McGinty, A. S. (2011). Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties. Early Childhood Research Quarterly. Language and Reading Research Consortium. (2017). Teaching language and comprehension through content-rich instruction: The Let’s Know! curriculum. Brookes Publishing. Kim, Y.-S. G. (2016). Listening comprehension and reading comprehension (EdTalk, AERA Knowledge Forum) [Video]. YouTube. Ed-Talk: Oral Language Begets Literacy - Young-Suk Kim Young-Suk Grace Kim. (2020). Toward integrative reading science: The Direct and Indirect Effects Model of Reading (DIER). Journal of Learning Disabilities, 53(6), 469–491. https://doi.org/10.1177/0022219420908239 Young-Suk Grace Kim. (2023). Simplicity Meets Complexity: Expanding the theoretical and practical landscape of reading development. https://files.eric.ed.gov/fulltext/ED626851.pdf Reading for Understanding Initiative. (2016). Research synthesis on language-focused comprehension instruction. U.S. Department of Education.

    9 min

  2. 7 JAN

    Episode 12 Literacy Listens: Supporting Multilingual Learners Through Listening Comprehension

    Episode 12: Supporting Multilingual Learners Through Listening Comprehension In this episode of Literacy Listens, Amber and Brian examine how listening comprehension supports multilingual learners as they develop language and literacy skills. They discuss why listening is a critical entry point for language development and how skills transfer across languages. The episode emphasizes strengths multilingual learners bring to comprehension and the importance of intentional supports. Key Takeaways Listening comprehension is foundational for multilingual learners acquiring English. Listening typically develops before speaking and provides access to rich language input. Many language and comprehension skills transfer across languages. Multilingual learners often demonstrate strong perspective taking and cognitive flexibility. Intentional scaffolds help multilingual learners engage with complex oral language. What’s Next In the final episode of the series, Amber and Brian explore why listening comprehension instruction must be multicomponent and how skills work together in coordinated ways. Episode Resources Website: https://www.listeningcomprehension.org Organization: Read Charlotte https://www.readcharlotte.org Production Notes Voices are AI generated Script developed with AI technology support Content reflects research curated by Read Charlotte References August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Lawrence Erlbaum Associates. Calderón, M. (2011). Teaching reading and comprehension to English learners, K–5. Corwin. Grøver, V. (2019). Oral language comprehension in multilingual children. Child Development Perspectives. Stephen Krashen. (1982). Principles and practice in second language acquisition. Pergamon Press. Mancilla-Martinez, J. (2020). Language and reading comprehension in bilingual learners. Reading Research Quarterly. Young-Suk Grace Kim, Crosson, A. C., & Hwang, H. (2022). Language and reading development in multilingual learners. Journal of Learning Disabilities. WIDA. (2020). English language development standards framework. Board of Regents of the University of Wisconsin System.

    8 min

  3. 5 JAN

    Episode 11 Literacy Listens: Assessing Listening Comprehension

    Episode 11:Assessing Listening Comprehension In this episode, Amber and Brian focus on why and how listening comprehension should be assessed alongside word reading. They explain what listening comprehension assessments should measure, how they differ from reading comprehension assessments, and why early identification of listening comprehension needs is critical. Listeners learn how assessment can inform instruction and help teachers better understand student strengths and needs. Key Takeaways Listening comprehension should be assessed using oral text, not written text. Assessing listening comprehension helps identify students who may read fluently but struggle to understand. Strong assessments examine both shallow comprehension and deeper comprehension. Informal classroom questioning during read-alouds can provide meaningful assessment data. Formal screeners and diagnostic tools can help identify specific areas of need. Listening comprehension assessment supports more accurate instructional decisions for all students. What’s Next In the next episode, Amber and Brian explore how to support multilingual learners by strengthening listening comprehension. Episode Resources Website: https://www.listeningcomprehension.org Organization: Read Charlotte https://www.readcharlotte.org Word Reading and Listening Comprehension 2x2 Matrix:  Production Notes Voices are AI generated Script developed with AI technology support Content reflects research curated by Read Charlotte References August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Lawrence Erlbaum Associates. Institute of Education Sciences. (2020). Evaluation of North Carolina’s K–3 reading assessments. U.S. Department of Education. Young-Suk Grace Kim. (2020). Toward integrative reading science: The Direct and Indirect Effects Model of Reading (DIER). Journal of Learning Disabilities, 53(6), 469–491. https://doi.org/10.1177/0022219420908239 Mancilla-Martinez, J. (2020). Language and reading comprehension in bilingual learners. Reading Research Quarterly. Shanahan, T. (2017). What maze tests really measure. Shanahan on Literacy.

    11 min

  4. 5 JAN

    Episode 10 Literacy Listens: Zooming Out: What We’ve Learned About Listening Comprehension

    Episode 10 Literacy Listens: Zooming out: What've Learned About Listening Comprehension In this episode of Literacy Listens, Amber and Brian pause to synthesize the big ideas from Episodes 1 through 9. Rather than introducing new content, this episode helps listeners step back and see how the components of listening comprehension fit together as a coherent system. They revisit the idea that listening comprehension is hierarchical, interactive, and dynamic, and explain how foundational language skills and higher-level comprehension processes work together to support meaning making across development. Key Takeaways Listening comprehension is not a single skill but a network of interrelated abilities. Vocabulary, grammar and syntax, inference, perspective taking, reasoning, comprehension monitoring, text structure awareness, and knowledge interact to support understanding. These skills develop over time and influence comprehension differently as texts and tasks become more complex. What’s Next In the next episode, Amber and Brian explore how to assess listening comprehension, including informal classroom approaches and formal assessment tools. Episode Resources Website: https://www.listeningcomprehension.org Organization: Read Charlotte https://www.readcharlotte.org Production Notes Voices are AI generated Script developed with AI technology support Content reflects research curated by Read Charlotte References Kim, Y. S. G. (2020). Toward integrative reading science: The Direct and Indirect Effects Model of Reading (DIER). Journal of Learning Disabilities, 53(6), 469 to 491. https://doi.org/10.1177/0022219420908239 Kim, Y. S. G. (2023). Simplicity Meets Complexity: Expanding the Theoretical and Practical Landscape of Reading Development. https://files.eric.ed.gov/fulltext/ED626851.pdf

    8 min

  5. 5 JAN

    Episode 9 Literacy Listens: The Role of Knowledge

    Episode 9: The Role of Knowledge  In this episode of Literacy Listens, Amber and Brian explore knowledge building and its essential role in listening comprehension and reading development. They explain how knowledge supports comprehension by giving students context for what they hear and read, and how listening comprehension is also one of the primary ways students build knowledge. Using clear examples and research grounded explanations, the episode shows why comprehension depends not only on skills like word reading and vocabulary, but also on what students already know about the world. Key Takeaways Knowledge plays a critical role in comprehension by helping students make sense of new information. The relationship between knowledge and listening comprehension is reciprocal. Students need knowledge to comprehend, and listening comprehension helps students build knowledge. In the DIER framework, knowledge contributes to comprehension indirectly by supporting listening comprehension and related language skills. There are multiple forms of knowledge that support comprehension, including background knowledge, disciplinary knowledge, linguistic and text structure knowledge, and discourse knowledge. Discourse knowledge helps students track how ideas connect across sentences and paragraphs, supporting coherent meaning making. Knowledge rich instruction that integrates language and content supports stronger listening comprehension than teaching skills in isolation. What’s Next In the next episode, Amber and Brian step back to reflect on Episodes 1 through 9, bringing the big ideas together and showing how listening comprehension skills work as an integrated system. Episode Resources Website: https://www.listeningcomprehension.org Organization: Read Charlotte https://www.readcharlotte.org Production Notes Voices are AI generated Script developed with AI technology support Content reflects research curated by Read Charlotte References (All sources below come directly from the Read Charlotte Knowledge Base and informed this episode.) Kim, Y. S. G. (2020). Toward integrative reading science: The Direct and Indirect Effects Model of Reading (DIER). Journal of Learning Disabilities, 53(6), 469 to 491. https://doi.org/10.1177/0022219420908239 Kim, Y. S. G. (2023). Simplicity Meets Complexity: Expanding the Theoretical and Practical Landscape of Reading Development. Handbook on the Science of Early Literacy. https://files.eric.ed.gov/fulltext/ED626851.pdf Pearson, P. D., Palincsar, A. S., Biancarosa, G., and Berman, A. I. (2020). Reaping the Rewards of the Reading for Understanding Initiative. National Academy of Education. https://naeducation.org/reaping-the-rewards-of-the-reading-for-understanding-initiative/ Language and Reading Research Consortium. (2017). Teaching language comprehension through text focused instruction. (Referenced in the episode through the Reading for Understanding Initiative and the Let’s Know curriculum.) Cabell, S. Q., and Hwang, H. (2020). Building content knowledge to boost comprehension in the primary grades. Reading Research Quarterly, 55(S1), S99 to S107. https://doi.org/10.1002/rrq.343

    7 min

  6. 5 JAN

    Episode 8 Literacy Listens: Organizing Meaning — Text Structure Awareness

    Episode 8 Literacy Listens: Organizing Meaning — Text Structure Awareness In this episode of Literacy Listens, Amber and Brian explore text structure awareness, a higher-level listening comprehension skill that helps students organize ideas, follow the logic of a text, and build coherent meaning from what they hear. They explain how text structure supports comprehension by helping students recognize patterns such as problem and solution, cause and effect, and sequence. Through classroom examples and clear metaphors, the episode shows how noticing structure turns listening into an active meaning making process rather than passive hearing. Key Takeaways Text structure awareness is a higher-level listening comprehension skill that supports how students organize and connect ideas. Even when text structure is not named explicitly in a model, it fits within the family of higher-level comprehension skills described in the DIER framework. Recognizing patterns such as problem solution, cause and effect, and sequence helps students build a clearer mental model of a text. Explicitly naming the structure before listening gives students a purpose and supports comprehension monitoring. Modeling structure during read alouds helps students learn what to listen for and how ideas connect. Because students can comprehend more complex oral language than print, listening is a powerful space for teaching text structure early. What’s Next In the next episode, Amber and Brian explore knowledge building and how what students already know shapes listening comprehension and supports deeper understanding across texts. Episode Resources Website: https://www.listeningcomprehension.org Organization: Read Charlotte https://www.readcharlotte.org Production Notes Voices are AI generated Script developed with AI technology support Content reflects research curated by Read Charlotte References (All sources below come directly from the Read Charlotte Knowledge Base and informed this episode.) Kim, Y. S. G. (2020). Toward integrative reading science: The Direct and Indirect Effects Model of Reading (DIER). Journal of Learning Disabilities, 53(6), 469 to 491. https://doi.org/10.1177/0022219420908239 Kim, Y. S. G. (2023). Simplicity Meets Complexity: Expanding the Theoretical and Practical Landscape of Reading Development. Handbook on the Science of Early Literacy. https://files.eric.ed.gov/fulltext/ED626851.pdf Language and Reading Research Consortium. (2017). Teaching language comprehension through text focused instruction. (Referenced in the episode through the Reading for Understanding Initiative and the Let’s Know! curriculum.)

    6 min

  7. 5 JAN

    Episode 7 Literacy Listens: Noticing When Meaning Breaks Down — Comprehension Monitoring

    Episode 7: Noticing When Meaning Breaks Down — Comprehension Monitoring In this episode of Literacy Listens, Amber and Brian explore comprehension monitoring, a higher-level listening comprehension skill that helps students notice when something does not make sense and take action to repair meaning. Through classroom examples and everyday scenarios, they explain how comprehension monitoring shows up naturally in listening and why oral language is a powerful space for developing this skill. The conversation highlights how students learn to pause, question, and rethink meaning when ideas do not line up, and how these habits support later independent reading. Key Takeaways Comprehension monitoring is the ability to notice when meaning breaks down and decide what to do next. Students begin developing this skill through listening, where teachers can model confusion and clarify meaning in real time. Comprehension monitoring is a higher-level listening comprehension skill that works alongside inference, reasoning, vocabulary, and background knowledge. Modeling moments of confusion aloud helps students learn what it sounds like to catch a breakdown in meaning. Over time, students move from relying on teacher prompts to monitoring their own understanding independently. What’s Next In the next episode, Amber and Brian explore text structure and how understanding the organization of a text supports listening comprehension and meaning making. Episode Resources Website: https://www.listeningcomprehension.org Organization: Read Charlotte https://www.readcharlotte.org Production Notes Voices are AI generated Script developed with AI technology support Content reflects research curated by Read Charlotte References (All sources below come directly from the Read Charlotte Knowledge Base and informed this episode.) Kim, Y. S. G. (2020). Toward integrative reading science: The Direct and Indirect Effects Model of Reading (DIER). Journal of Learning Disabilities, 53(6), 469 to 491. https://doi.org/10.1177/0022219420908239 Kim, Y. S. G. (2023). Simplicity Meets Complexity: Expanding the Theoretical and Practical Landscape of Reading Development. Handbook on the Science of Early Literacy. https://files.eric.ed.gov/fulltext/ED626851.pdf Justice, L. M., and Jiang, H. (2023). Language is the basis of skilled reading comprehension. Handbook on the Science of Early Literacy.

    7 min

  8. 5 JAN

    Episode 6 Literacy Listens: Inference, Perspective Taking, and Reasoning — Unlocking Deeper Understanding

    Episode 6: Inference, Perspective Taking, and Reasoning — Unlocking Deeper Understanding In this episode of Literacy Listens, Amber and Brian explore three interconnected higher-level listening comprehension skills: inference, perspective taking, and reasoning. Using everyday examples and a detective metaphor, they show how students construct meaning when ideas are not stated directly. The conversation highlights how students gather clues from what they hear, draw on background knowledge, and use reasoning to connect ideas, understand others’ thoughts and motivations, and make sense of deeper meaning. Grounded in research curated by Read Charlotte, this episode explains how these skills develop, how they work together, and why explicit modeling and talk around text are essential for supporting students’ comprehension. Key Takeaways Inference involves constructing meaning beyond what is explicitly stated by connecting clues from what is heard with background knowledge. Perspective taking helps students understand others’ thoughts, feelings, beliefs, intentions, and motivations and does not always develop automatically without support. Reasoning supports both inference and perspective taking by helping students evaluate evidence, connect ideas, and decide what makes the most sense. These skills are hierarchical: foundational language skills like vocabulary, grammar, and syntax support higher-level meaning-making. They are also interactive: strong vocabulary and background knowledge actively make inferencing and reasoning easier in the moment. Explicit instruction and modeling—making thinking visible through talk—help students shift from searching for answers to actively constructing meaning. Rich discussion and purposeful talk around text give students opportunities to practice inference, perspective taking, and reasoning aloud. What’s Next In the next episode, Amber and Brian explore comprehension monitoring—how students learn to notice when meaning breaks down and use strategies to repair their understanding. Episode Resources Website: https://www.listeningcomprehension.org Organization: Read Charlotte https://www.readcharlotte.org Production Notes Voices are AI-generated Script developed with AI technology support Content reflects research curated by Read Charlotte References Young-Suk Grace Kim (2020). Toward integrative reading science: The Direct and Indirect Effects Model of Reading (DIER). Journal of Learning Disabilities, 53(6), 469–491. https://doi.org/10.1177/0022219420908239 Kim, Y. S. G. (2023). Simplicity Meets Complexity: Expanding the Theoretical and Practical Landscape of Reading Development. In Handbook on the Science of Early Literacy. https://files.eric.ed.gov/fulltext/ED626851.pdf

    7 min
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About

Literacy Listens is a short-form podcast that explores listening comprehension and its role in reading development. Each episode makes research actionable with practical strategies to help educators build strong readers.

Information

  • Creator
    Read Charlotte
  • Years Active
    2025 - 2026
  • Episodes
    13
  • Rating
    Clean
  • Copyright
    © Copyright 2025 All rights reserved.
  • Show Website
    Literacy Listens