Teaching Literacy Podcast

Jake Downs

Bridging literacy research and practice. Hosted by Jake Downs.

  1. HACE 1 DÍA

     E74 | Robust Comprehension Using HQIM Featuring Dr. Dan Reynolds, Dr. Anna Jennerjohn, & Dr. Sara Rutherford-Quach

    In this episode I sit down with the SRI Education research team—Dr. Dan Reynolds, Dr. Anna Jennerjohn, and Dr. Sara Rutherford-Quach—to unpack their learning brief, Beyond the Surface. This episode explores the gap between using high-quality instructional materials (HQIM) and achieving deep, robust reading comprehension. Read the Brief Here: https://www.sri.com/publication/education-learning-pubs/beyond-the-surface-leveraging-high-quality-instructional-materials-for-robust-reading-comprehension/ Quick Summary: Actionable advice for coaches and school leaders to build systems that support genuine meaning-making in the classroom. The Study: Analyzed 111 comprehension lessons across districts with mature HQIM implementation and surveyed 500+ teachers. The Central Finding: While HQIM was consistently used, 64% of lessons focused only on surface-level objectives (completing tasks) rather than robust comprehension (building a mental model). Episode Highlights: Defining the crucial distinction between Surface and Robust comprehension. Introducing the 6 high-leverage instructional practices that move the needle toward deep understanding. Timestamps[0:00] – Teaser: Surface vs. Robust Comprehension [0:16] – Introduction & episode overview; Jake introduces the HQIM landscape [1:29] – Introducing the guests and their learning brief: Beyond the Surface [2:43] – What is HQIM and why has the term taken off so quickly? [4:46] – Background on the study: Schusterman Family Philanthropies partnership and why SRI undertook this observational research [7:14] – Why studying mature implementation matters — districts where HQIM had been in place for several years [9:34] – Defining surface-level comprehension vs. robust comprehension [20:58] – How the data was collected: 111 classroom observations, 500+ teacher surveys, 100+ interviews, 62 PLCs observed [25:10] – Finding #1: Teachers were using their HQIM consistently (72–89% daily or almost daily) [21:26] – Finding #2: High floor established — 98% of lessons had a comprehension purpose; but 64% of lessons set only surface-level goals [26:06] – The “voltage drop”: how robust lessons erode [29:57] – The six high-leverage practices for robust comprehension: [30:11] Practice 1: Engaging students in text-specific analysis[33:29] Practice 2: Activating and leveraging prior knowledge[36:10] Practice 3: Explaining and modeling meaning-making[38:48] Practice 4: Providing instructional feedback[40:36] Practice 5: Providing opportunities for text-based reasoning[41:59] Practice 6: Setting up peer learning opportunities[44:25] – What surface-level instruction looks like in practice [47:37] – It’s not a checklist: how the six practices can serve surface OR robust ends [48:56] – Three action steps for coaches and school leaders:[56:07] – Walkthrough tools and their limitations: why you can’t see robust comprehension in a 5-minute walkthrough [1:00:28] – Jake’s curveball: How do standards interact with comprehension instruction? (The PLC/Norse mythology example) [1:06:05] – Student engagement in robust vs. surface lessons — the House on Mango Street discussion example [1:04:12] – What’s next: upcoming SRI briefs on foundational skills, multilingual learners, and knowledge-building [1:10:17] – Optimism for the future of literacy: teachers hungry for the “how,” and a push toward more honest comprehension assessment [1:14:25] – Jake’s Take: Reflections on HQIM as an “instructional floor,” why all three gears must turn (content knowledge, pedagogical knowledge, curriculum knowledge), and a simple habit for keeping comprehension instruction tethered to meaning-making [1:30:30] – Closing

    1 h y 16 min

  2. 4 MAR

    Complex Text & Fluency with Dr. Jake Downs and Dr. Chase Young

    This is a rebroadcast of Episode 245 from the Melissa and Lori Love Literacy Podcast – you can check out that episode here: https://podcasts.apple.com/ca/podcast/read-like-us-building-fluency-through-repeated-reading/id1463219123?i=1000748503901Make sure to check out the Literacy.io training on the Kat Framework for Comprehension this June!-June 24-25 in East Lansing Michigan-Individual registration available at: https://tamu.estore.flywire.com/products/cusp—the-reading-leagueliteracy10-participant-registration–412940-Group registration available at: https://tamu.estore.flywire.com/products/cusp—the-reading-leagueliteracy10-group-participant-registration–412945-More information available at literacy.io/contact Show Notes2:30 – What is Read Like Us? Overview of the five-step repeated reading protocol How it supports accuracy, automaticity, and prosody 4:10 – The Five Reads Explained Listening passage preview Echo reading Choral reading Partner reading Performance/independent reading 6:00 – Implementation in Classrooms Can it work in whole group settings? Small group intervention applications Working with paraprofessionals and volunteers 10:00 – Maximizing Reading Time Why 90% of intervention time should be actual reading The workout approach to building fluency Ensuring students are actually reading (not just holding books) 12:53 – How Read Like Us Differs from Traditional Approaches More than just “read three times and check for speed” Building all three components of fluency simultaneously The role of modeling and scaffolding 15:00 – Gradual Release of Responsibility Transferring task responsibility to students Why rate/speed wasn’t emphasized in coaching Automaticity as the outcome, not the input 18:00 – Prosody and Comprehension Expression as an indicator of understanding Using the Rasinski multidimensional fluency rubric Rotating focus areas: expression, phrasing, smoothness, pace 20:00 – Study Results Fourth grade students: 16.5 WPM growth in 50 days Effect size of 0.9 Improvements in accuracy, vocabulary, and comprehension measures 22:30 – Potential Comprehension Enhancement Adding a 10-word takeaway or gist statement Keeping it “fluency heavy, comprehension light” Future iterations of the protocol 25:30 – The Stacking Protocol Approach Learning from dissertation chair Dr. Kit Moore Combining multiple evidence-based practices Weaving the reading rope together 27:30 – Cost and Accessibility Read Like Us is free to implement Comparison with commercial tier-two interventions Open access article available 28:48 – Text Selection Philosophy The month-long process of curating 50 texts Using challenging and engaging content (100-200 words) Types included: giggle poetry, science facts, short stories with twists, weird state laws 30:30 – The “Challenging Text” Debate Using texts above grade level with proper scaffolding Addressing the 1960s neurological impress research Why modern research supports stretching students 33:17 – Texts Students Actually Want to Read Students asking to take intervention texts home Incorporating core reading program texts for continuity Balance between practical and engaging content 36:00 – Lexile Levels and Text Complexity Many texts in 6th-8th grade Lexile range for 3rd-4th graders Testing the hypothesis: Can struggling readers succeed in harder texts? Being “level agnostic” in text selection 39:00 – Rethinking Leveled Texts Limitations of the Lexile formula Starting with engaging content, not filter levels The scaffolding makes the difference, not the exact level 42:00 – Student Motivation and Text Choice Chase’s son reading adult-level joke books in first grade The power of “want to” over prescribed levels Teacher control vs. student self-selection 43:00 – Repeated Reading vs. Wide Reading Defining both approaches Why they shouldn’t be pitted against each other Read Like Us = repeated reading across wide array of texts 46:30 – Wide Reading and Teacher Control Students won’t achieve wide reading through self-selection alone The teacher’s role in exposing students to diverse genres Balancing instruction with student choice 48:00 – Benefits of Wide Reading Exposure to different language patterns across genres Informational vs. narrative text structures Building terrain navigation skills with various text types 49:00 – Getting Started with Read Like Us Start with tomorrow’s text Find the 200-300 word section with the most “oomph” Use what you already have in your classroom 50:21 – Closing Where to find the protocol and resources Final thoughts and wrap-up

    50 min

  3. 5 ENE

    E72|Pragmatic Differentiation for Reading Acceleration with Dr. Sharon Walpole

    In this episode we welcome Dr. Sharon Walpole, a professor at the University of Delaware. We explore the challenges teachers face in addressing varying student needs, Dr. Walpole’s pragmatic approach to differentiation, and the developmental roadmap for reading proficiency. Dr. Walpole shares insights on the importance of grade-level instruction, the flaws of certain assessment systems, and practical classroom applications. Make sure to check out Dr. Walpole’s books with Guilford Press! https://www.guilford.com/author/Sharon-Walpole 00:00 Introduction to Differentiation01:03 Meet Dr. Sharon Walpole02:15 Defining Differentiation03:23 Acceleration vs. Remediation04:45 Pragmatic Approaches to Differentiation08:03 Challenges with Guided Reading16:46 The Science of Reading and Differentiation23:51 The Stairway to Proficiency Model35:47 Maximizing Instructional Impact36:03 The Importance of Dosage in Education36:38 Resources for Differentiated Reading Instruction37:35 Grouping Students for Effective Learning40:20 Aligning Small Group and Whole Group Instruction48:57 Tiered Instruction: Strategies and Misconceptions56:40 Effective Use of Paraprofessionals01:01:32 Curriculum and Instructional Materials01:03:51 Conclusion and Final Thoughts

  4. 04/12/2025

    E71|Evaluating Advanced Phonemic Awareness with Dr. Michael Coyne

    In this episode of the Teaching Literacy Podcast, host Jake Downs discusses with Dr. Michael Coyne from the University of Connecticut the concept of advanced phonemic awareness and its implications for early reading proficiency. Dr. Coyne shares findings from his recent study that examines the impact of using oral-only advanced phonemic awareness instruction on first graders. They explore the theoretical underpinnings, practical recommendations for teachers, and the overall relevance of these findings to classroom practice. Tune in to understand the nuanced debate around advanced phonemic awareness and its role in effective literacy instruction. 00:00 Introduction to Advanced Phonemic Awareness01:33 Guest Introduction: Dr. Michael Coyne02:25 Defining Phonological and Phonemic Awareness06:29 Research on Phonemic Awareness10:04 Advanced Phonemic Awareness: Concepts and Tasks12:17 Theoretical Underpinnings and Critiques20:21 Study Overview: Curriculum and Implementation26:55 Study Design and Measures29:44 Evaluating Phonemic Awareness Instruction30:46 Study Results: Phonemic Awareness Outcomes32:54 Near Transfer Outcomes: Word Reading and Fluency34:53 Exploring Differential Benefits37:39 Recommendations for Phonemic Awareness Instruction42:17 Balancing Oral and Integrated Phonemic Awareness Activities50:15 Optimism in Literacy Research and Instruction52:29 Jake’s Take on Teaching Phonemic AwarenessReference:Coyne, M. D., McCoach, D. B., Santoro, L. E., Gentile, M., Rodrigues, C., & Kastner, P. (2025). The Effects of Advanced Phonemic Awareness Instruction in First Grade. The Elementary School Journal, 000–000. https://doi.org/10.1086/737952

    59 min

  5. 11/11/2025

    E70|Science of Reading for Multilingual Learners with Dr. Steve Amdendum

    How can we best apply the Science of Reading to support multilingual learners? This episode tackles that critical question with Dr. Steven Amendum from the University of Delaware.We explore how evidence-based literacy instruction must leverage a student’s first language as a key asset, not a barrier. Dr. Amendum breaks down practical teaching strategies to boost decoding and reading comprehension for bilingual and multilingual students in diverse classrooms.You’ll also learn how to build effective collaboration between classroom teachers and language specialists and hear about the research-demonstrated impact of the Bella professional learning program. If you’re looking for actionable, research-driven approaches to support your English learners, this episode is a must-listen. 00:00 – Introduction and overview of the episode02:07 – Current support and challenges for multilingual learners in schools04:29 – State vs. federal roles and legislation for multilingual learners06:49 – Key research: Importance of first language (L1) in English reading development09:21 – Cross-linguistic transfer and leveraging home language as an asset11:09 – Oral language, vocabulary, and comprehension strategies in L1 and L213:44 – Practical strategies for teachers: supporting students without knowing their L117:30 – Previewing text language and other evidence-based practices21:28 – Benefits of these strategies for all students23:00 – Decoding, fluency, and phonological awareness across languages25:54 – Instructional strategies: Blend as you go & Say it, move it34:29 – Peer support and collaborative learning36:10 – Effective teacher collaboration and professional learning41:00 – Evidence of impact: Bella program and student outcomes44:35 – Final thoughts and optimism for literacy research46:18 – Jake’s TakeReference:Kittle, J. M., Amendum, S. J., & Budde, C. M. (2024). What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews. Educational Psychology Review, 36(4), 108. https://doi.org/10.1007/s10648-024-09942-6

    56 min

  6. 07/10/2025

    E69|Transforming Comprehension: Main Ideas, Text Structures, and Teaching Techniques with Dr. Wijekumar

    In episode 69 of the Teaching Literacy Podcast, host Jake Downs speaks with Dr. Kay Wijekumar, Houston Endowed Chair in the Department of Teaching and Learning and Culture at Texas A&M University. They discuss the importance of teaching students to generate rather than find the main idea in texts, detailing Dr. Wijekumar’s evidence-based KAT framework (Knowledge Acquisition and Transformation). The episode delves into how the main idea is foundational for reading comprehension and explores practical strategies for teachers, touching on the inefficacies of current curricular practices. Dr. Wijekumar highlights her website, literacy.io, which offers resources and professional development for educators. The conversation also includes a discussion on the critical role of text structures, and how principals and coaches can support teachers in implementing these strategies effectively. 00:00 Show Opening02:23 Literacy as a Civil Right04:47 Literacy.io: A Resource for Teachers08:48 Challenges in Identifying the Main Idea12:10 Generating vs. Finding the Main Idea15:49 Knowledge Acquisition and Transformation (KAT) Framework25:11 Text Structure and Main Idea34:15 Cause, Problem, Solution Text Structure35:59 Identifying Causes and Solutions in Education38:59 The KAT Framework: Knowledge, Acquisition, and Transformation40:31 Implementing the KAT Framework in Classrooms41:37 Scaffolding and Sentence Stems for Effective Learning49:03 Inference Questions and Background Knowledge01:00:59 Teachers and Coaches: Improving Main Idea Identification01:07:55 Conclusion and Optimism for Literacy Instruction01:10:40 Jake’s Take: What Matters Most? ReferencesHudson, A. K., Owens, J., Moore, K. A., Lambright, K., & Wijekumar, K. (2021). “What’s the Main Idea?”: Using Text Structure to Build Comprehension. The Reading Teacher, 75(1), 113–118. https://doi.org/10.1002/trtr.2016Rice, M., & Wijekumar, K. (2024). Inference skills for reading: A meta-analysis of instructional practices. Journal of Educational Psychology, 116(4), 569–589. https://doi.org/10.1037/edu0000855Rice, M., Wijekumar, K. (Kay), Lambright, K., & Stack, A. (2024). Promoting Inference Generation: Using Questioning and Strategy Instruction to Support Upper Elementary Students. The Reading Teacher, 78(2), 121–130. https://doi.org/10.1002/trtr.2353Wijekumar, K., Beerwinkle, A., McKeown, D., Zhang, S., & Joshi, R. M. (2020). The “GIST” of the reading comprehension problem in grades 4 and 5. Dyslexia, 26(3), 323–340. https://doi.org/10.1002/dys.1647Wijekumar, K., Hudson, A., Lambright, K., Owens, J. K., Binks-Cantrell, E., Beerwinkle, A., & Stack, A. (2023). Knowledge acquisition and transformation (KAT) using text structures. The Reading League Journal.

    1 h y 14 min

  7. 06/09/2025

    E68|Strategic Assessment Systems with Dr. Adrea Truckenmiller and Dr. Eunsoo Cho

    Dr. Adrea Truckenmiller and Dr. Eunsoo Cho discuss building a strategic assessment system in literacy education. They cover how to use data to inform reading instruction, the difference between screeners, diagnostics, curriculum based measures, and computer adaptive tests, and the importance of reliability in assessments. Common pitfalls like over-testing and teaching to the test are addressed, along with practical advice for setting up a coherent and actionable assessment framework in schools. Show Documents:Michigan Department of Education (2020). Early literacy assessment systems that support learning. Lansing, MI: Authors. https://www.michiganassessmentconsortium.org/wp-content/uploads/ELAS_Guide_2020_v5.pdfTruckenmiller, A. J., Cho, E., Bourgeois, S., & Friedman, E. (2024). Uses and Misuses of Commercial Reading Assessment: An Applied Framework for Decision Making in Grades K through 6. The Reading Teacher, 77(5), 609–623. https://doi.org/10.1002/trtr.2274Truckenmiller, A., Coyne, M., Valentine, K., & Moura, P. (2025). Independent Researcher Review of Commercial Reading Screening Assessment Suites May 2025. https://doi.org/10.35542/osf.io/vrn3g_v1 00:00 Introduction and Welcome02:36 The Importance of a Strategic Assessment System05:25 Different Stakeholders, Different Data Needs09:50 Assessment of Learning vs. Assessment for Learning13:31 The Myth of the One Perfect Assessment17:18 Understanding Screener, Diagnostic, and Progress Monitoring Assessments28:26 CBM vs. CAT: Formats of Assessment34:42 Accuracy in Assessment: Sensitivity and Specificity38:05 Balancing Sensitivity and Specificity in Assessments39:22 Importance of Reliable Assessments40:40 Challenges of Over and Under Identification45:12 Informal Reading Inventories: Pros and Cons46:14 Modern Assessments and Their Advantages54:48 Common Pitfalls in Data Usage57:15 Over Testing and Its Implications01:00:35 Teaching to the Test: A Critical Look01:06:24 Building a Coherent Assessment System01:13:55 Optimism for the Future of Literacy Research

    1 h y 18 min

  8. 05/08/2025

    Practices of Effective K-2 Teacher Teams with Dr. Jake Downs

    Guest host Dr. Kristin Conradi Smith interviews Dr. Jake Downs about the ‘secret soup’ of highly effective K-2 teacher teams. Link to Jake’s Study: https://www.mdpi.com/2227-7102/15/2/259 Downs, J., Martz, K., & Mohr, K. (2025). Exploring the Instructional Effectiveness of High-Growth K-2 Teacher Teams in Foundational Reading. Education Sciences, 15(2), https://doi.org/10.3390/educsci15020259 Link to ULEAD Report: https://schools.utah.gov/ulead/uleadfiles/reports/ipr/Instructional%20Clarity%20Early%20Lit%20IPR.pdf Please write a short impact statement for Jake’s USU review packet (and thank you!): https://forms.gle/QcUs8ciMcAy2yG6L6 Episode Outline & Show Notes 00:00 — Host Introduction & Listener Call-to-ActionJake asks listeners for impact statements to support his third-year review. 01:23 — Guest Host IntroductionKristin Conradi Smith introduces herself and the episode’s focus on effective K-2 teacher teams. 01:44 — Introducing Jake & Study OverviewKristin introduces Jake as the guest, outlines his research on high-growth teacher teams. 02:20 — Defining Teacher EffectivenessJake discusses different ways to define “effectiveness” and the study’s focus on student growth. 04:07 — Why Study Teams?Jake explains the importance of studying effective teams, not just individual teachers. 06:32 — District BackgroundJake describes the “Lincoln School District,” its shift in reading instruction, and its reputation for growth. 09:00 — Study Methods: Quantitative DataJake explains how teams were identified using ACADIS data and effect sizes. 11:32 — Student Growth ResultsJake shares impressive proficiency gains by grade level and discusses effect sizes. 13:43 — Mixed Methods & Qualitative InterviewsTransition to focus group interviews with teacher teams and how themes were identified. 16:36 — Theme 1: CollaborationTeams engage in active, data-driven collaborative planning and shared student ownership. 21:23 — Theme 2: Affordances for InstructionTeachers describe autonomy, flexibility, and supportive professional development. 28:59 — Theme 3: Data Practices & Goal SettingRegular data meetings, intentional goal setting at team/class/student levels, and actionable use of data. 41:29 — Theme 4: Teacher FactorsDiscussion of teacher knowledge, beliefs, and collective efficacy. 44:57 — Key Takeaways & ReflectionsJake and Kristin reflect on the “secret soup” of effective teams, the importance of systems, and actionable insights for schools. 53:21 — Assessment & Goal Setting in PracticeHow effective teams use assessment and goal setting to drive instruction. 57:20 — Teacher DevelopmentThe value of both top-down and bottom-up professional learning. 1:00:26 — Final Thoughts & OptimismJake and Kristin discuss optimism for the future of reading research and practice. 1:04:02 — Closing & Kristin’s TakeKristin summarizes the study’s impact and calls for more collaborative, teacher-centered research.

    1 h y 5 min
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Bridging literacy research and practice. Hosted by Jake Downs.

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