In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Tiffany Hogan, a professor at MGH Institute of Health Professions in Boston, who studies the connections among speech and language and literacy across time in children. Together, Susan and Dr. Hogan explore the complexities of language, the components that form language, and the significance of language for literacy. Dr. Hogan explains Developmental Language Disorder (DLD)—its characteristics, its prevalence, and the challenges in recognizing it. She emphasizes the importance of supporting children with DLD and the role of educators in making a difference long-term. She also provides listeners with effective strategies for supporting children with oral language deficits, offers insights into the relationship between background knowledge and language, and answers questions from our listener mailbag.

Show notes:

• Connect with Tiffany Hogan
  • X: @tiffanyphogan
  • Facebook: sailliteracylab
  • Instagram: @seehearspeakpodcast
  • Podcast: seehearspeakpodcast.com
• Resources
  • Website: DLDandMe.org
  • Read: A Review of Screeners to Identify Risk of Developmental Language Disorder
  • Website: Raising Awareness of Developmental Language Disorder
  • Listen: SeeHearSpeak podcast with Tiffany Hogan
  • Policy Paper: If we don’t look, we won’t see: Measuring language development to inform literacy instruction
  • Listen: Focused implementation: Doing less to do more, with Doug Reeves, Ph.D.
• Join our community Facebook Group: www.facebook.com/groups/scienceofreading
• Connect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/
• Listen to Beyond My Years: Building an education network to make change, starring A. Simone McQuaige.

Quotes:
“Neurodiversity means that we have lots of different ways to think, and we each come to the table with different brain structures” –Tiffany Hogan, Ph.D.

”Oral language difficulties are a crystal ball into reading comprehension” –Tiffany Hogan, Ph.D.

“You, as an educator, can be the one that really makes a difference for that child. It only takes one person to make a huge difference in the life of a child” –Tiffany Hogan, Ph.D.

Episode timestamps*
02:00 Introduction: Who is Tiffany Hogan?
04:00 Defining language
05:00 Language development and its Impact on literacy
10:00 Variability in language learning
11:00 Developmental Language Disorder (DLD)
18:00 Challenges in Identifying and Supporting DLD
20:00 The Importance of Vision Screening
21:00 Universal Screeners for DLD
24:00 Listener mailbag: How can educators most effectively help students with oral language deficits in early childhood prepare and develop literacy?
28:00 The Connection Between Language and Background Knowledge
30:00 Understanding DLD and Its Challenges
33:00 The Role of Speech Language Pathologists
35:00 Final Thoughts
*Timestamp

In this episode, Susan Lambert rejoins podcast alum Natalie Wexler to discuss Natalie’s new book Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning. Listeners will gain insights into why this topic is important, what this book offers educators, why Natalie was so drawn to writing this book, and what cognitive science-informed teaching looks like in general. Natalie addresses how cognitive load theory works in practice with literacy, misconceptions about focusing only on phonics, and scaling science-informed instruction. Natalie also answers a question from the listener mailbag about encouraging colleagues to adopt an evidence-based approach.

Show notes:

• Connect with Natalie Wexler:
  • Website: nataliewexler.com
  • Pre-order Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning: https://ascd.org/books/beyond-the-science-of-reading?variant=125006
  • Substack: Minding the Gap, by Natalie Wexler
• Resources:
  • Listen: Special: Why the Science of Reading isn't just about reading, with Natalie Wexler
  • Listen: Conversation with Make It Stick author Peter C. Brown
  • Listen: Cognitive load theory: Four items at a time, with Greg Ashman
  • Substack: The Bell Ringer by Holly Korbey
• Join our community Facebook Group: www.facebook.com/groups/scienceofreading
• Connect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/
• Listen to Illinois administrator Serena Klosa on Beyond My Years!

Quotes:
“We’re overlooking the ways in which the typical approach to teaching reading comprehension and writing actually conflict with what cognitive science tells us about how people learn to do those things.” —Natalie Wexler

“We spend much more time trying to teach…them to read, but we kind of expect them to just pick up writing. You know, for most kids, it does not happen.” —Natalie Wexler

“No matter how good you are at making inferences, if you don't have the requisite background knowledge, you're not gonna be able to do it.” —Natalie Wexler

“It doesn't work to just ask inexperienced writers to just write down stuff. That is not going to provide the cognitive benefits.” —Natalie Wexler

Episode timestamps*
02:00 Introduction: Who is Natalie Wexler?
04:00 Natalie’s new book
07:00 What is the science of learning?
11:00 Connecting the science of learning to reading, writing, literacy
14:00 Automaticity and cognitive load theory
17:00 Transferable vs non-transferable skills
22:00 Strategies to release cognitive load when learning new skills
24:00 Learning to write, writing to learn.
29:00 Bringing science informed teaching to scale
32:00 What readers will take away from the book
33:00 Mailbag question: How can one person get more colleagues to use an evidence-based approach?
36:00 Final thoughts
*Timestamps are approximate

Amplify’s 2024 Science of Reading Star Award winners share insights from their daily work. They reflect on why it’s so critical to stay grounded in evidence-based literacy practices and how they bring those practices into their schools and classrooms. Listeners will be inspired by the creative ideas of educators who are making a difference in the lives of students across the country. Winners honored in the episode in order of appearance are: Amber Hines, Vance County Schools, NC; Elizabeth Caton, Windber Area Elementary School, PA; Jamie Vannoy, Wirt County Primary Center, WV; Christine Michalik, Cicero School District 99, IL; Andrea Mason, County Line Elementary School, GA; A. Simone McQuaige, Prince George’s County Public Schools, MD.

Show notes:

• Apply for the 2025 Amplify Science of Reading Star Awards
• Learn more about our 2024 Star Award winners
• Subscribe to Beyond My Years

Quotes:
“There is no, ‘Let's try this. Let's try that.’ When it's evidence based, you know that it's proven to be effective.” —Amber Hines

“It's important that we are aligning our practices to standards and what the students are required to do—but also what they need.” —Elizabeth Caton

“If we don't make a conscious effort to utilize evidence-based practices, we are going to be failing our most at-risk populations.” —Jamie Vannoy

“All students should have the opportunity for multiple readings of the same text to build comprehension, to build fluency.” —Christine Michalik

“It's really important to utilize assessments, [to] make sure that my students are getting exactly what they need based on the data that I get from assessments, but also based on the data that I get from regular progress monitoring.” —Andrea Mason

“This is not something that can be just done at the schoolhouse. It involves the community and all of our community stakeholders.” —A. Simone McQuaige

This week, we’re highlighting an episode of Beyond My Years, our sibling podcast that gives you exclusive access to all the wisdom of veteran educators. Beyond My Years host, Ana Torres, learns from the best as she sits down with 2024 National Teacher of the Year Missy Testerman. Missy teaches Ana about being open to new ideas and perspectives, offers tips on building relationships with families, and discusses the importance of slowing down. Missy doesn’t shy away from tough topics, like managing the “who knows best” struggles among administrators, teachers, and parents, and knowing when it’s time to step away from teaching, In addition, Classroom Insider Eric Cross and Ana discuss understanding your community, being more flexible in presenting your lessons, and seeking mentorship and continuous growth.

Show notes:

• Connect with Missy Testerman
  • Instagram: @missytesterman2024ntoy
  • LinkedIn: @missy-testerman
  • X: @missytesterman
• Subscribe to Beyond My Years https://amplify.com/beyond-my-years
• Follow us on Instagram @amplify.education
• Connect with Eric Cross: https://www.ericcross.org/
• Connect with Ana Torres: https://www.linkedin.com/in/anayansi-ana-torres-m-ed-26a10654/

Quotes:
“Find a mentor. Someone you trust. Listen to that person, watch that person, ask that person questions. You know, you don't have to figure this out on your own. People want to help you and you have to take that help. It's not a sign of weakness. It's a sign that you want to be better.” —Missy Testerman

“I want them to be proud of where they came from, always, because that's part of their story. It's always going to be an important part of their story.” —Missy Testerman

“I have no magic answers. I have some experiences and I have a little bit of wisdom from three decades of time spent in the education field, but I absolutely do not have it all figured out.” —Missy Testerman

“The reality is that the journey toward wisdom in any career, especially in education, has to be slow and steady.” —Missy Testerman

Susan is joined by Ioulia Kovelman, Ph.D., professor in the Department of Psychology at the University of Michigan, to give educators the perspective of a developmental cognitive neuroscientist on literacy development. Starting with the basics of cognitive science versus brain science, Ioulia gives a comprehensive overview into how the brain changes as children learn to read, including differences seen in neurodiverse students and multilingual/English learners. Ioulia then answers a question from our listener mailbag on neuroscience and dyslexia and how current research can inform teaching strategies. Ioulia ends with a rallying message that scientists, teachers, and children cannot stand alone and need to find ways to connect with each other to strengthen literacy as a whole.

Show notes:

• Submit your literacy questions for a chance to win!
• Website: Language & Literacy Lab
• Video: Language & Literacy Project at the University of Michigan
• Listen: Our mini-series exploring how the Science of Reading serves MLs/ELs

Quotes:
“We are different learners. And these are really different learners. And by giving them literacy instruction, targeted literacy instruction, we are changing their brains. But that doesn't mean we're making them the same.” —Ioulia Kovelman, Ph.D.

“We talked about languages being different. They're exercising slightly different muscles of your language system.” —Ioulia Kovelman, Ph.D.

“Science is informed by teachers and children. We're all together. I do not teach children. Teachers don't usually do science. But we have to find ways of connecting with each other.” —Ioulia Kovelman, Ph.D.

Episode timestamps*
02:00 Introduction: Who is Ioulia?
06:00 Cognitive science vs brain science
08:00 How the brain changes as children learn to read
11:00 Following brain development for children that struggle with language development
14:00 Physical differences in brain development between the average brain and a neurodiverse brain
17:00 Mailbag question: Neuroscience and dyslexia
20:00 How neuroscience informs teaching strategies for children with dyslexia
25:00 Monolingual vs multilingual brains
33:00 Language literacy lab
38:00 Connecting research to classroom instruction
41:00 Final thoughts
*Timestamps are approximate, rounded to nearest minute

In this episode, Susan Lambert chats with ReadWorks Chief Academic Officer Susanne Nobles, Ph.D., to explore the organization's mission of making high-quality texts free and accessible to all. Together, they discuss ReadWorks’ Article-A-Day program, which offers articles to build students' knowledge and vocabulary while supporting teachers with resources that promote topical coherence. Susanne shares insights into why text quality matters, including that kids know when text isn’t worth their time and attention. She also details how ReadWorks ensures the quality of their materials, describes the Spanish-English texts they’ve introduced to support multilingual/English learners, and offers advice for listeners thinking about text quality and cohesion.

Show notes:

• LinkedIn: https://www.linkedin.com/in/susannenobles/.
• ReadWorks Instagram: https://www.instagram.com/readworks/?hl=en

Quotes:
“I have a fear that too much decoding practice can become ‘Why am I reading?’ We lose the ultimate point of why all of us read, which is to learn and to gain meaning.” —Susanne Nobles

“Kids know when a text is worth their time.” —Susanne Nobles

“We want to put a great book in a kid's hands and have them get excited about reading and therefore get good at reading. And it really goes the other way. And so it's once you build that ability to read, then that excitement comes with reading.” —Susanne Nobles

Episode timestamps
02:00 Introduction: Who is Susanne Nobles?
04:00 Overview of ReadWorks
10:00 Article-A-Day Program
12:00 Importance of Topical Coherence
13:00 Why knowledge is important to reading
16:00 Introduction to Decodables
19:00 Text Quality and Evaluation
24:00 Supporting Multilingual Learners
29:00 Audio and Accessibility
33:00 Final Thoughts and Conclusion
*Timestamps are approximate, rounded to nearest minute

On this episode of the podcast, Lori Josephson joins Susan to talk about her new book Calling All Neurons! How Reading and Spelling Happen. Lori discusses her journey into literacy and how she saw the need for an accessible, digestible book about the brain science behind learning to read — one that would be enjoyable for adults and students alike. Lori explains what a neuron is and shows how understanding neural networks is essential to understanding learning to read. She also delves into the importance of getting everyone in a student’s life involved in their literacy development. Lori and Susan also answer some listener-submitted questions, prompting discussions on how to help older elementary students who lack foundational skills and advice for educators who work with students with significant cognitive disabilities.

Show notes:

• Submit your literacy questions for a chance to win!
• Book: Calling All Neurons! How Reading and Spelling Happen
• Connect with Lori:
  • Website: lorijosephson.com
  • LinkedIn: https://www.linkedin.com/in/lori-josephson/
  • X: @lorijosephson2
  • Facebook: Lori Josephson
  • Instagram: @calling_all_neurons
• Read: Towards a dynamic, comprehensive conceptualization of dyslexia
• Dr. Nancy Young's Ladder of Reading
• Watch: Lori Josephson on the Facebook group Science of Reading—What I Should Have Learned in College

Quotes:
“I firmly believe that no matter how old you are, you still need to learn the same information.” —Lori Josephson

“In my mind, I use this equation. Knowledge equals motivation, equals active learning, equals resilience, equals success.” —Lori Josephson

“Creating a literate brain is a team sport. Everyone needs to be involved. The parents, caregivers, teachers—they need to be engaged in an interactive way.” —Lori Josephson

“Literacy is a civil right. It's also a gift. It's an opportunity to share thoughts, feelings with others that can be revisited and saved.” —Lori Josephson

Timestamps
02:00 Introduction: Lori Josephson and her Journey into Literacy
05:00 The Motivation Behind 'Calling All Neurons'
08:00 Understanding Neurons and Neural Networks
15:00 The Reciprocal Process of Reading and Spelling
20:00 The Influence of the Cerebellum in Reading
21:00 Unique Aspects of the Book
25:00 Addressing Foundational Skills in Older Students
30:00 Supporting Students with Cognitive Disabilities
31:00 The Importance of Literacy and Empathy
33:00 Final Thoughts
*Timestamps are approximate, rounded to nearest minute

In this episode Susan Lambert is joined by Hugh Catts, Ph.D., professor at Florida State University, to break down what comprehension is and bust some myths around what it isn’t. With a family history of dyslexia, he has a personal connection to the topic that led him into research in language sciences and language disorders. He discusses how his findings moved him away from viewing comprehension as simply a “component of reading” but rather something entirely separate—a condition created over time, defined by purpose, and influenced by prior knowledge. Together, Susan and Hugh address many comprehension-related contexts, such as the simple view of reading, the five pillars of reading, and comprehension’s relationship to knowledge building. Hugh also gives listeners practical advice for helping students suss out their comprehension before reading, and he clarifies why understanding the standard of coherence is important.

Show notes:

• Submit your literacy questions for a chance to win!
• Read: Rethinking How to Promote Reading Comprehension by Hugh Catts
• Read: The Simple View of Reading: Advancements and False Impressions by Hugh Catts
• Follow Hugh on X: @CattsHugh

Quotes:
“If I was going to define comprehension, it's not a single thing. I mean, that's the problem. We want it to be a single thing, but it depends upon what you're reading and why you're reading it.” –Hugh Catts, Ph.D.

“What comprehension is is the interaction of what you bring into that reading situation and what you already know about it and your motivation and purpose to comprehend it.” –Hugh Catts, Ph.D.

“There's just not enough mental reserve to be able to build that meaning that quickly. So it helps tremendously that you have some knowledge about it beforehand. That knowledge gives you a place to put information. So when you read about something, it gives you storage for the information. It's kind of like a cubby hole that you put the mail in, in an office.” ––Hugh Catts, Ph.D.

Episode timestamps*
02:00 Introduction: Who is Hugh Catts?
03:00 Personal Connection to Dyslexia
07:00 Rethinking comprehension as a component of reading
11:00 Vocabulary and comprehension
15:00 Comprehension as a condition you create
16:00 Language comprehension and the simple view of reading
19:00 Differences in types of comprehension
26:00 What comprehension is and isn’t
32:00 Thinking deeply
39:00 Background knowledge and comprehension
42:00 Automatic inferencing
50:00 Final thoughts
*Timestamps are approximate, rounded to nearest minute