Science of Reading: The Podcast Amplify Education
-
- Education
-
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.
-
S8 E12: Language and literacy, with Catherine Snow
Catherine Snow, Ph.D., Professor of Cognition and Education at the Harvard Graduate School of Education, joins Susan Lambert on this episode to reflect on the state of language and literacy instruction in the U.S. They begin their conversation by discussing linguistics in young children and the relationship between language and literacy, before diving into Dr. Snow’s biggest takeaways from her work on the National Research Council report, “Preventing Reading Difficulties in Young Children." Susan and Dr. Snow talk about building vocabulary, growing student curiosity in reading, and exposing students to academic language. Dr. Snow talks about the specific tools educators should be given for meaningful help in the classroom, shares her hopes—and fears—for the future of reading instruction in this country, and explains why she encourages teachers to let their classrooms be noisier.
Show notes:
Read: National Research Council Report: Preventing Reading Difficulties in Young ChildrenRead: Reading for Understanding: Toward an R&D Program in Reading ComprehensionQuotes:
“Part of preventing reading difficulties means focusing on programs to ensure that all children have access to books from birth and that they have access to adults who will read those books with them and discuss them.” —Catherine Snow, Ph.D.
“I see academic language and exposure to academic language as an expansion of children's language skills that both contributes to successful literacy—successful reading comprehension—and gets built through encounters with texts, but also encounters with oral activities.” —Catherine Snow, Ph.D.
“Let your classroom be noisier. Let the kids be more engaged and more socially engaged, because that is actually a contribution to their language development and to their motivation to keep working.” —Catherine Snow, Ph.D.
Episode timestamps*
2:00 Introduction: Who is Catherine Snow?
3:00 Linguistics in young children
6:00 What is language?
8:00 Language and its impact on literacy
14:00 National Research Council Report: Preventing Reading Difficulties in Young Children
22:00 Building vocabulary and a love for reading
26:00 Academic language
28:00 “Science of Reading” movement and the reading wars
33:00 Scientific research in the hands of educators in the field
36:00 Tools teachers need in their toolbox
38:00 Hopes and fears for the future of the “Science of Reading movement”
41:00 Final advice
*Timestamps are approximate, rounded to nearest minute -
S8 E11: Cognitive load theory: Four items at a time, with Greg Ashman
Greg Ashman—author of multiple books including A Little Guide for Teachers: Cognitive Load Theory, deputy principal, and professor—sits down with Susan Lambert on this episode to discuss cognitive load theory and how it applies to how students learn and how to best teach them. Together their conversation covers cognitive load theory, including an exploration of working memory and long-term memory; intrinsic load and extraneous load; biologically primary vs. biologically secondary knowledge; and how to apply these concepts in the classroom. Ashman also provides listeners with helpful advice on ensuring their teaching practices are based on evidence.
Show notes:
Book: “A Little Guide for Teachers: Cognitive Load Theory” by Greg AshmanRead: Greg Ahsman’s “Quick Insight Series” Subscribe: Greg Ashman’s Substack “Filling The Pail” Read: Barak Rosenshine’s “Principles of Instruction”
Quotes:
“I now know I shouldn't have felt guilty, but I also know that I could have taught that from the outset in a much more structured way where the students would have left understanding the concepts better without wasting time.” —Greg Ashman
“This idea that kids don't need to know anything anymore, they just need to practice skills is really quite a pernicious and damaging idea.” —Greg Ashman
“Think about the teaching methods that you're being presented with. Ask about the evidence and question whether this is really the optimal way of teaching literacy or whatever it is, or whether it's more based on wishful thinking.” —Greg Ashman
Episode timestamps*
2:00 Introduction: Who is Dr. Gregg Ashman
5:00 Feeling guilty about the way you had been teaching
7:00 Book talk: A Little Guide for Teachers on Cognitive Load Theory
8:00 Defining cognition
11:00 Working memory and long-term memory
13:00 Retrieval of long-term memory
15:00 What is cognitive load?
19:00 Working memory holds 4 items: What is an item?
24:00 Automaticity
26:00 Biologically primary vs biologically secondary knowledge
31:00 Mythbusting: “Long-term memory is like a computer system”
34:00 How can educators use cognitive load theory?
38:00 Explicit teaching
42:00 Productive struggle and productive failure
49:00 Final advice
*Timestamps are approximate, rounded to nearest minute -
S8 E10: Comprehension is an outcome, with Sharon Vaughn
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 -
S8 E9: Knowledge building can’t wait, with HyeJin Hwang
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 -
S8 E8: The plea to preserve deep reading, with Maryanne Wolf, Ed.D.
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 -
S8 E7: Vocabulary is unconstrained, with Tanya S. Wright
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.
Customer Reviews
Great podcast
I listen to this almost every day on my commute to work (I’m an elementary teacher.) It helps me get excited for my day and gives me good ideas to try out in my classroom. There are a wide range of topics and the podcast is well-paced.
Dr. Reid Lyon Episodes
Fascinating.
Horrible
I thought this was about science / potential energy and forces and motion acceleration and kinetic energy I’m maddddd