Teaching Literacy Podcast

Jake Downs

Bridging literacy research and practice. Hosted by Jake Downs.

  1. 2d ago

    E76| How Vocabulary Supports Multisyllabic Word Reading in Upper Elementary with Dr. Laura Tortorelli and Dr. John Strong

    In this episode of the Teaching Literacy Podcast, host Jake Downs sits down with Dr. Laura Tortorelli and Dr. John Strong to unpack how vocabulary and advanced decoding interact to help upper elementary students navigate complex academic texts. Discussing their recent study on multisyllabic decoding achievement, the researchers explain why treating vocabulary and word recognition as isolated instructional buckets is a critical mistake. They dive into the mechanics of the fourth-grade slump and Linnea Ehri’s consolidated alphabetic phase, sharing striking findings like why nearly 100% of struggling readers can easily decode compound words like mushroom while only 5% can read bugle—revealing how a word’s “age of acquisition” and presence in a child’s oral vocabulary directly dictates their reading accuracy. Listeners will walk away with a practical understanding of the “decoding threshold” and concrete, flexible classroom strategies from the Read Stop Write intervention to help students move past rigid syllabication rules and seamlessly integrate word meaning with multisyllabic decoding.Link to ReadStopWrite: https://www.readstopwrite.com/ (book coming in 2027!!) 00:00 Multisyllabic Reading Challenge01:33 Meet the Researchers03:40 Why Readers Hit a Wall08:46 Decoding Threshold Explained10:50 Stop Over-Syllabicating13:38 Morphology in Action17:02 Vocabulary and Decoding Unite23:27 Inside the Study Design26:41 Multisyllabic Inventory Breakdown30:20 Surprising Student Performance33:27 Compound Words Mastery33:59 Tricky Syllable Patterns35:11 Nonsense Words Accuracy36:51 Vocabulary vs Morphology39:14 Why Bugle Is Hard43:09 Age of Acquisition Effect45:20 Read Stop Write Strategies50:44 Choosing High Impact Words55:51 Interpreting Nonsense Tests59:01 Literacy Optimisms01:02:16 Jake’s Take Reference:Tortorelli, L. S., Strong, J. Z., & Anderson, B. E. (2024). Multisyllabic decoding achievement and relation to vocabulary at the end of elementary school. Journal of Experimental Child Psychology, 246, 106018. https://doi.org/10.1016/j.jecp.2024.106018

  2. Jun 22

    E75|Quality of Preschool Read Alouds on YouTube with Dr. Amanda Shimizu

    In this episode, Jake sits down with Dr. Amanda Shimizu to discuss her research paper, A Multimodal Content Analysis of Popular Early Childhood Stories and Read-Alouds on YouTube, co-authored with Dr. Margaret Quinn. Together they analyzed the 50 most popular preschool read-aloud videos on YouTube over a one-year period, examining both video design and instructional quality.Reference: Shimizu, A. Y., & Quinn, M. F. (2026). A multimodal content analysis of popular early childhood stories and read-alouds on YouTube. Journal of Early Childhood Literacy, 14687984261442422. https://doi.org/10.1177/14687984261442422List of 50 analyzed YouTube videos: TitleCreator/ChannelLinkNo, DavidToadstools and Fairydusthttps://www.youtube.com/watch?v=AFcMDiDZbwsThis is My Happy FaceSuper simple storieshttps://www.youtube.com/watch?v=MXMMING5_h4Inside Out 2Art in minuteshttps://www.youtube.com/watch?v=6p4nVK4Ua5kMy No, No, No DayStorytime with ryan & craighttps://www.youtube.com/watch?v=9-gWhnvdgQThe Most Serious FartStory Time at Awnie’s Househttps://www.youtube.com/watch?v=ZoKTjdAJFxoThere Was an Old Lady Who Swallowed a WormMrs. K’s Bookworm adventureshttps://www.youtube.com/watch?v=GmU8RSguPLIDon’t Let the Pigeon Eat ChocolateMommy and Sam Storytime anytimehttps://www.youtube.com/watch?v=zwxUgkMIc74I Am Not AngryReading Rockethttps://youtube.com/watch?v=_QOw52OzJukThe GruffaloReading ishttps://www.youtube.com/watch?v=QhhUE1qe3GASwim SchoolBluey Official Channelhttps://www.youtube.com/watch?v=FtU1CHprtu8Who Pooped on MeStory Time at Awnie’s Househttps://www.youtube.com/watch?v=txSsFiVA0tYIf You Think There’s Nothing To DoLittle Cozy Nookhttps://www.youtube.com/watch?v=taZIYvYOqcUSo Much SlimeKid Time Story Timehttps://www.youtube.com/watch?v=NIkgQFhqIgIEat Your PeasGigi’s Magic Mailbox[link unavailable]Be Respectful and ListenSleeptime Music and storieshttps://www.youtube.com/watch?v=VG3arGjg0HkThe BeachBluey Official Channelhttps://www.youtube.com/watch?v=eKzmUpkTvS0Hey, That’s My MonsterKid Time Story Timehttps://www.youtube.com/watch?v=Tc71w9J86ygGreen Eggs and HamDr. Seusshttps://www.youtube.com/watch?v=x1Kksn76jZkToo Much GlueKid Time Story Timehttps://www.youtube.com/watch?v=5_QF0VGakx8What If You Had Animal Teeth?Miss B LIVE!https://www.youtube.com/watch?v=5_QF0VGakx8How to Give your Cat a BathBri Readshttps://www.youtube.com/watch?v=86bjHWalRlAFood FightStoryTime PlayTimehttps://www.youtube.com/watch?v=HTIVuT_g204The Cat in the HatDr. Seusshttps://www.youtube.com/watch?v=X5Irl_oWD6MCocomelon JJ and Friends Box of BooksHoots & Taleshttps://www.youtube.com/watch?v=MLFUo_l5d0INaughty Tim SprocketToadstool and Fairy Dusthttps://www.youtube.com/watch?v=yCwJcH9h1BQThe Good, The Bad, and The SpookyStoryTime at Awnie’s Househttps://www.youtube.com/watch?v=2JI5HB3Pg9wDinos Love DonutsStoryTime at Awnie’s Househttps://www.youtube.com/watch?v=1TEBa0EiNg8Don’t let the Pigeon Eat Your Ice CreamMommy & sam Storytime Anytimehttps://www.youtube.com/watch?v=4R7PlM4lUvoI Am Martin Luther KingStorytime with Ryan & Craighttps://www.youtube.com/watch?v=Q5WyidVQLL8The Wrong BookToadstools and Fairy Dusthttps://www.youtube.com/watch?v=IfwqZNlFsfkBroken Crayons Still ColorReading Robinsonshttps://www.youtube.com/watch?v=LJNJjMcf6gI&t=5sThe Snail and the WhaleReading ishttps://www.youtube.com/watch?v=wfAsZdCtHOcPete the Cat Screams for Ice CreamPink Thumb Learning Channelhttps://www.youtube.com/watch?v=SdzB3rxiyVEFlat CatKidTimeStoryTimehttps://www.youtube.com/watch?v=V1s-N2b9QgIPete the Cat Falling for Autumn5 Minutes with Uncle Benhttps://www.youtube.com/watch?v=nuHjjHDB1eMLlama Llama Misses MamaReading ishttps://www.youtube.com/watch?v=Kr9j0UjLc0E&t=181sBlue Betsy: Little Blue CowLittle Moonbeamhttps://www.youtube.com/watch?v=em2wnQ8qd0I&t=179sThe Way I FeelReading ishttps://www.youtube.com/watch?v=o1mxBUXZdqY&t=13sThere Was A Cold Lady Who Swallowed Some SnowStoryTime at Awnie’s Househttps://www.youtube.com/watch?v=buGDbGjcP-4There Was an Old Lady Who Swallowed a BatSToryTime at Awnie’s Househttps://www.youtube.com/watch?v=wvMVTjHxiyEThe Very impatient CaterpillarStoryTime at Awnie’s Househttps://www.youtube.com/watch?v=TT-F-dxAUQETootHoots and Taleshttps://www.youtube.com/watch?v=6fAS_TdIi6ETooth5 Minutes with Uncle Ben [link unavailable]This Book is a MistakeToadstools and Fairy Dusthttps://www.youtube.com/watch?v=04I4u-QyGloThe Great Turkey RaceRead Aloud with Mr. Paulhttps://www.youtube.com/watch?v=yjxJ7JRmN-gThe HiccupotamusVookshttps://www.youtube.com/watch?v=EouPRqmomk0The Grouchy LadybugMoving Storieshttps://www.youtube.com/watch?v=-x31rwpCMlMDon’t Trust CatsFat Cat Bookshttps://www.youtube.com/watch?v=7T817NASjDoMy New Friend is So Fun!Storytime Read Aloudshttps://www.youtube.com/watch?v=-LLsAsXHYZw&t=15sMs. SBriReadshttps://www.youtube.com/shorts/IXlbD0Jbs-U Discussion Overview3:37 — YouTube stats & young children’s screen time5:28 — Promises & perils of YouTube as an educational platform7:01 — The 50 most popular channels & creator types11:04 — What makes a high-quality read-aloud?13:22 — Video design features (music, animations, props)17:35 — The “disembodied reader” problem23:02 — Instructional features: before, during & after reading28:40 — The 2×2 matrix: production vs. instructional quality38:10 — Recommendations for YouTube creators40:58 — Follow-up research coming43:51 — Jake’s Take

  3. Mar 12

     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

  4. Mar 4

    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

  5. Jan 5

    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

  6. 12/04/2025

    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

  7. 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

  8. 10/07/2025

    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.

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