Science of Reading: The Podcast

Amplify Education
  • 4.5 (637)
  • How To
  • Updated Semimonthly

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.

  1. 21h ago

    Summer Special '26: How research builds on research, with Sonia Cabell, Ph.D.

    In this episode of Science of Reading: The Podcast, host Susan Lambert, Ed.D., does something a little different, sharing her own research alongside that of her guest, Sonia Cabell, Ph.D. Together, they trace how Sonia's large-scale Institute of Education Sciences (IES) study directly inspired Susan's dissertation, and what that process reveals about how evidence in literacy education actually gets built. Susan and Sonia also discuss what Sonia's IES study on content-rich literacy instruction found; how Susan's own dissertation research built directly on those findings; what it really means for research to "accumulate" and why it matters for classroom practice. Show notes: Sign up for our fall Literacy Data and MTSS Week.Listen to Sonia's previous Science of Reading: The Podcast appearances:Deconstructing the Rope: Language comprehensionResearch, comprehension, and content-rich literacy instructionRead Sonia's book, Strive-for-Five Conversations: A Framework That Gets Kids Talking to Accelerate Their Language Comprehension and Literacy.Learn more about the Florida Center for Reading Research.Check out Sonia's IES study.Listen to Reid Lyon, Ph.D., on Science of Reading: The PodcastEmbracing the complexity of learning to read, Part 1 and Part 2Systematizing literacyListen to Season 3 of Amplify's Beyond My Years podcast.Subscribe to Susan's new Science of Reading Substack.Join our Science of Reading community Facebook group.Connect with Susan Lambert. Quotes: "The Science of Reading is not like a product. It's not a thing. It's an ever-accumulating body of work." —Sonia Cabell "You're doing better than you think. Keep being a learner." —Sonia Cabell "It's the accumulation of research over time that leads us to an evidence base, not just any one study." —Sonia Cabell Timestamps*: 0:00 Introduction: How research builds on research 3:00 Sonia's research focus: oral language as the foundation of reading 7:00 The origin of the IES study 10:00 Sonia's study design and what cut it short 16:00 Results of the IES study 23:00 What is an IES study? 25:00 Causation versus correlation 28:00 Susan's dissertation: building on Sonia's research 31:00 What Susan found 35:00 "It's not about just one landmark study" 41:00 Trusted organizations for educators 44:00 Reasons for optimism 48:00 Closing thoughts *Timestamps are approximate

  2. Jul 15

    Adolescent Literacy, Episode 4: A proactive response to the adolescent literacy crisis, with Kymyona Burk, Ed.D.

    In this final episode of our four-part adolescent literacy miniseries, Susan Lamber, Ed.D., is joined by Kymyona Burk, Ed.D., a senior policy fellow for literacy at ExcelinEd and former Mississippi state literacy director and secondary English teacher. Together, Susan and Kymyona connect what we know from early literacy to the urgent needs of middle school reading, including the policies, professional development, and practices it will take to reach the adolescent readers who need us most. They also explore what comprehensive adolescent literacy policy must include, what other states' legislative momentum for secondary literacy can teach us, and why literacy belongs in every content-area classroom. Show notes: Check out our Science of Reading resources for grades 6–8.Read the Educator Preparation Program Literacy Policy Playbook.Learn more about the Advancing Adolescent Literacy Model Policy.Listen to Kymyona Burk's episode from Season 5.Learn more about Kymyona Burk.Connect with Kymyona Burk on LinkedIn.Get ready for Season 3 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert. Quotes: There's a literacy crisis in middle and high school, too." —Kymyona Burk "We've been ver proactive with early literacy, but more reactive, I believe, in adolescent literacy." —Kymyona Burk "Think more about what the students need in response to data instead of pacing." —Kymyona Burk Timestamps*: 0:00 Introduction: Adolescent literacy policy, with Kymyona Burk, Ed.D. 5:00 "I knew how to teach English, but I did not know how to teach reading." 7:00 Comparing and contrasting early literacy and adolescent literacy policy 12:00 What good adolescent literacy policy looks like 15:00 The case for universal screeners in middle school 18:00 The Virginia Literacy Act and other states building momentum 24:00 Professional development for middle and high school educators 28:00 Advice for secondary educators 33:00 "Think more about what students need in response to data instead of pacing" 35:00 Educator preparation programs: the next frontier 39:00 Closing thoughts *Timestamps are approximate

  3. Jul 1

    Adolescent Literacy, Episode 3: What adolescent readers really need, with Jeanne Schopf

    In this third episode of our four-part adolescent literacy miniseries, Susan Lambert, Ed.D., speaks with Jeanne Schopf, interventionist, national literacy consultant, and editor of the new book Reading Isn't Optional: Fulfilling the Promise of Literacy for Secondary Students. Susan and Jeanne discuss why belief systems about at-risk readers are often the biggest barrier to change, and why that's true at every level of a school system. They also explore how scheduling, data, and coaching serve as system-level levers that principals and teachers can use to transform secondary literacy outcomes—and why leadership remains the single most powerful lever of all. Show notes: Our Summer Learning Academy is underway! Reserve your spot now to join Susan Lambert for the next session and dive deeper into the latest reading comprehension research.Check out our Science of Reading resources for grades 6–8.Read Jeanne's book Reading Isn't Optional: Fulfilling the Promise of Literacy for Secondary Students.Check out Improving Adolescent Literacy: Effective Classroom and Intervention Practices.Read Providing Reading Interventions for Students in Grades 4–9.Listen to "Focused Implementation: Doing less to do more," with Doug Reeves, Ph.D.Get ready for Season 3 of the Amplify podcast Beyond My Years.Read Susan's NEW Science of Reading Substack.Join our community Faceook group.Connect with Susan Lambert. Quotes: "Everything rises and falls on leadership." —Jeanne Schopf "I had to learn that people don't care how much you know until they know how much you care." —Jeanne Schopf "If we really, truly want to change kids' lives and graduate readers, it's going to take all hands on deck. Everybody has to have a voice." —Jeanne Schopf "Success is a team sport." —Jeanne Schopf Timestamps*: 0:00 Introduction What adolescent readers really need, with Jeanne Schopf 3:00 Jeanne's journey from whole language to structured literacy 7:00 Discovering structured literacy 10:00 "We fall to the level of our systems" 15:00 "Everything rises and falls on leadership." 20:00 Belief systems and their impact on instruction and expectations 22:00 Building intervention time into the secondary schedule 26:00 What a good data meeting looks like 30:00 Reading Isn't Optional as a call for action 34:00 Inside the book: from belief to transformation 42:00 Oral language and scaffolding grade-level text 46:00 "You were never taught to read and it's not your fault" 47:00 Closing thoughts *Timestamps are approximate

  4. Jun 17

    Adolescent Literacy, Episode 2: Moving the needle for adolescent readers, with Julie Burtscher Brown, Ed.D.

    In the second episode of a special four-part Science of Reading: The Podcast adolescent literacy miniseries, Susan Lambert, Ed.D., speaks with Julie Burtscher Brown, Ed.D. a PreK–12 literacy facilitator. Julie talks about how she and her colleagues built a whole-school literacy initiative from the ground up, and what three years of data about it then revealed. Together, she and Susan also discuss why a few targeted, evidence-based practices (not sweeping overhauls) were what actually moved the needle for Julie's students; how content-area teachers can begin supporting literacy without reinventing their lessons; and what real, measurable change can look like at the secondary level when a whole school commits to the same practices.  Show notes: Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert to dive deeper into the latest reading comprehension research.Check out our Science of Reading resources for grades 6-8.Connect with Julie Burtscher Brown on LinkedIn.Learn more about the Project for Adolescent Literacy.Explore Structured Literacy Interventions with Secondary Students.Review the IES 2022 Practice GuideWatch: Anita Archer: Secondary Reading—Implementing High-Leverage Practices.Get ready for Season 3 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert. Quotes: "Adolescent literacy is enormous and multifaceted. There's specialized instruction that needs to happen." —Julie Burtscher Brown "If you think of the word 'intervene' as a verb, it means to take action to prevent a predictable outcome." —Julie Burtscher Brown "Real, meaningful change can happen." —Julie Burtscher Brown "We reframed the word 'intervention' as an action, not a place." —Julie Burtscher Brown Timestamps*: 01:00 Introduction: Actually moving the needle for adolescent readers, with Julie Burtscher Brown, Ed.D. 09:00 A structured literacy program at Vermont's Woodstock Union High school and Middle School 11:00 Grouping students by readiness 17:00 Moving toward a whole-school literacy initiative 23:00 High-leverage practices #1 and #2: Reading accurately and fluently 30:00 High-leverage practices #3 and #4: Building word and world knowledge and accessing complex texts 39:00 Building teacher leadership 44:00 "Adolescent literacy is enormous and multifaceted. There's specialized instruction that needs to happen." 46:00 Closing thoughts: what three years of whole-school effort produced *Timestamps are approximate

  5. Jun 3

    Adolescent Literacy, Episode 1: Foundational skills for adolescent learners, with Doug Fisher, Ph.D.

    In this first episode of our special four-part Science of Reading: The Podcast Adolescent Literacy miniseries, Susan Lambert, Ed.D., speaks with Doug Fisher, Ph.D., a celebrated professor, author, and one of the most influential voices in adolescent literacy. They explore what the evidence really tells us about supporting adolescent learners, and what it means for classroom practice. They also discuss why Doug and his colleagues set out to find a new model for adolescent literacy, how self-efficacy powers literacy development in adolescent learners and what teachers can do to build it, and what "foundational skills" in reading truly means for adolescent readers—and why it is non-negotiable. Show notes: Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into the latest reading comprehension research.Check out our Science of Reading resources for grades 6–8. Connect with Doug on LinkedIn.Learn more about Doug’s book, Teaching Foundational Skills to Adolescent Readers.Read Doug’s article, A Model for Adolescent Reading Instruction.Get ready for Season 3 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert.Quotes: "Our literacy skills contiue to grow across our lifetimes." —Doug Fisher "The human brain operates on language, and reading, writing, speaking and listening, are the language operating systems of our brain." —Doug Fisher "The word 'foundational' to me means not optional." —Doug Fisher "Literacy is a gatekeeper. If we can develop stronger literacy skills in our student, we will change their lives." —Doug Fisher "The passion that educators bring also makes learning relevant." —Doug Fisher Timestamps: 0:00 Introduction: New adolescent literacy mini-series 02:00 Foundational skills for adolescent learners, with Doug Fisher 06:00 "Our literacy skills continue to grow across our lifetimes 08:00 In search of a new adolescent literacy model 14:00 Distinguishing early, general, and disciplinary literacy 17:00 Why the Reading Rope was not designed for adolescent learners 19:00 Introducing the reading circuit and self-efficacy 27:00 Sentence level analysis 31:00 Building self-efficacy through academic risk taking 34:00 Redefining "foundational skills" for adolescent readers 38:00 What this looks like in high school classrooms 43:00 Teacher self-efficacy and the joy of student learning 48:00 Closing thoughts: "Literacy as a gatekeeper" *Timestamps are approximate

  6. May 20

    Science of Reading Essentials: The Science of learning

    On this Science of Reading Essentials episode we're diving into the science of learning to explore how memory, cognitive load, and knowledge building can transform your literacy instruction. Host Susan Lambert, Ed.D., weaves in the insights of our experts—Natalie Wexler; Nathaniel Swain, Ph.D.; Hugh Catts, Ph.D.; Daniel Willingham, Ph.D.; Peter C. Brown; Jamey Peavler, Ed.D.; and David Rapp, Ph.D. Susan reflects on: how memory works and why understanding its processes is foundational to effective teaching; why cognitive load theory and background knowledge are game-changers for literacy instruction; evidence-based strategies that make learning stick. Show notes: Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into reading comprehension research.Check out full episodes with our featured guests: The science of learning, the humility of teaching, with Peter C. BrownComprehension is not a skill, with Hugh CattsWhen not to differentiate: A guide to small-group instruction with Jamey PeavlerThe truth behind learning, with Nathaniel SwainThe Knowledge Gap: Natalie WexlerCognitive science-informed teaching, with Natalie WexlerUnlocking reading: Comprehension strategies vs. knowledge building, with Daniel WillinghamThe science of memory and misinformation, with David RappListen to Amplify's Beyond My Years podcastCheck out our Science of Reading Essentials episodes. Join our community Facebook group.Connect with Susan Lambert.Quotes: "Memory is a cognitive process. It's the way the brain encodes, stores, and retrieves information." —Susan Lambert Timestamps*: 0:00 Introduction 05:00 Memory is a cognitive process 07:00 Cognitive load theory 10:00 Role of long-term memory for reading 15:00 Process of building knowledge in long-term memory 21:00 You can't learn something new if it doesn't connect to something you already know. 24:00 Applying learning science to the literacy classroom 30:00 Power of writing 31:00 Final advice *Timestamps are approximate

    Science of Reading Essentials: The Science of learning

  7. May 6

    Spring Special '26: Systematizing literacy, with Reid Lyon, Ph.D.

    On this week’s episode of Science of Reading: The Podcast, Susan Lambert, Ed.D., is joined by one of the most influential people in American education, Reid Lyon, Ph.D., to explore what it takes to make systemic change in literacy instruction. Together, Reid and Susan also discuss how literacy education could benefit from a shared vocabulary, how systems must work together from teacher preparation to classroom implementation, and what we can do to close the implementation gap. Show notes: Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into the latest reading comprehension research.Learn more about Reid Lyon’s 10 Maxims of Reading Instruction.Learn more about Drexel University's ALLIED Hub for literacy education.Download our free Science of Reading Change Management Playbook.Listen to our previous episodes with Reid Lyon (Sept. 2023, Part 1 & Part 2).Get ready for Season 3 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert.Quotes: "I know we've let children down, but boy have we let teachers down." —Reid Lyon "The hallmark of a profession is a common language displaying a common knowledge." —Reid Lyon "How is it that we know so much yet we are still far behind the curve in helping the majority of struggling readers learn to read?" —Reid Lyon "Much of our difficulties moving the science [of literacy] into classrooms is a function of not having established ourselves as a profession." —Reid Lyon "We have a responsibility to use the best information possible that has taught us how we can improve the person's life." —Reid Lyon "Assessment is a great friend." —Reid Lyon Timestamps*: 00:00: Introduction: Systematizing literacy with Reid Lyon, Ph.D. 07:00: We are still far behind the curve in helping the majority of struggling readers learn to read.  11:00: The hallmark of a profession is a common language displaying a common knowledge. 18:00: Listening and speaking occur with exposure and being showered with language around us. 23:00: The science of reading is not a belief system. It's a container with facts that constantly evolves.  29:00: Can the field of literacy have a common language and common knowledge? 35:00: The systemic challenge is understanding the whole picture. 41:00: Assessment is a great friend. 48:00: Explanation of the evolving 10 Maxim Framework 52:00: What is the work happening at Drexel? *Timestamps are approximate, rounded to nearest minute

  8. Apr 22

    Spring Special '26: Assessment as your best friend, with Kate Winn and Stephanie Stollar, Ph.D.

    In this episode of Science of reading: The Podcast, Susan Lambert, Ed.D., is joined by Kate Winn and Stephanie Stollar, Ph.D, coauthors of Reading Assessment Done Right, who explain how to use assessment to actually accelerate student progress and drive instructional decisions. Stephanie, Kate, and Susan also discuss how to cut through assessment overload and focus on what truly drives instruction, the four essential purposes of assessment, and how they work together within Multi-Tiered System of Supports framework, and the common misconceptions that lead to ineffective practices.  Show notes: Check out Reading Assessment Done Right.Learn more about Stephanie Stollar.Connect with Stephanie Stollar LinkedIn.Connect with Stephanie Stollar on Facebook.Connect with Kate Winn on LinkedIn.Connect with Kate Winn on Facebook.Listen to the podcast Reading Road Trip.Listen to Season 2 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert. Quotes: "Assessment is a tool for conversation. It's an investigation. It's uncovering what is known, and there are multiple purposes. All assessments are constructed to answer questions." —Stephanie Stollar "If you don't have a question about your students, you don't need to do more assessment. This should not be a compliance activity." —Stephanie Stollar "Progress monitoring is like the GPS for educators." —Stephanie Stollar "We can actually do something with the information when you're using good assessments." —Kate Winn "Believe it or not, reading assessment can be so exciting. It can also be empowering." —Kate Winn "Having lots and lots of assessment data is not helpful. It can actually be counterproductive." —Stephanie Stollar "When I use my universal screener, it tells me which students are meeting benchmark, which ones aren't, and then I know exactly what to work on with those students." —Kate Winn Timestamps*: 00:00 Introduction: Assessment as your best friend 05:00 The need for practical assessment guidance 09:00 What is assessment and what is its purpose in education? 15:00 Understanding the differences between universal screening vs. diagnostic assessment 21:00 Progress monitoring: The GPS for educators 25:00 Building supportive systems and communities for teachers 28:00 The continuous improvement cycle of reading instruction 30:00 Addressing the "too many assessments" problem with an assessment audit 34:00 Misconceptions about assessment 40:00 The power of Tier 1 instruction 43:00 Why we need to screen all students multiple times per year 48:00 Final thoughts: Assessment as a tool for conversation and empowerment *Timestamps are approximate, rounded to nearest minute

See All (192)

Hosts & Guests

4.5
out of 5
637 Ratings

About

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.

Information

  • Creator
    Amplify Education
  • Years Active
    2019 - 2026
  • Episodes
    192
  • Rating
    Clean
  • Copyright
    © 2026 Science of Reading: The Podcast
  • Show Website
    Science of Reading: The Podcast