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Science of Reading: The Podcast
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Science of Reading: The Podcast

by Amplify Education

NewS11 E4: Universal screening, explained, with Carrie Thomas Beck, Ph.D.November 4, 2026 · 44 min
Episodes
200
Released
every two weeks
Latest episode
Nov 4, 2026
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About the podcast

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.

Contributors

  • Susan Lambert, Ed.D.Host

Episodes 200

  1. S11 E4: Universal screening, explained, with Carrie Thomas Beck, Ph.D.

    44 minSeason 11 · Episode 4

    Universal screening is one of the most powerful tools in a Multi-Tiered System of Supports (MTSS)—yet too often, it's also one of the most underutilized. That's what CORE Learning's Senior …

    Show notes

    Universal screening is one of the most powerful tools in a Multi-Tiered System of Supports (MTSS)—yet too often, it's also one of the most underutilized. That's what CORE Learning's Senior Director of Learning and Development Carrie Thomas Beck, Ph.D., explores with host Susan Lambert, Ed.D., on this new episode of Science of Reading: The Podcast. Together, Carrie and Susan discuss what universal screening is and why it's essential to any MTSS; how to use screening data to form groups and drive targeted instruction; how screener data reveals both individual student risk and the health of your system at the grade, building, and district level; and what a structured data-review protocol looks like in practice.

    Show notes:

    Quotes:

    "The other important question that universal screening data answers is: What is the health of your system?" —Carrie Thomas Beck

    "If you're going to review data and not have action steps, there's really no point." —Carrie Thomas Beck

    "If we're not serving a particular subgroup of students well, we really need to look at what we need to change with our instruction so that we can do a better job." —Carrie Thomas Beck

    "Let's not admire data. Let's act on it." —Carrie Thomas Beck

  2. Special episode: Scaffolding complex texts, with Mitchell Brookins, Ph.D.

    45 min

    What does it take to help every student in grades 5–8 access complex texts—without ever lowering the rigor? That’s the question at the heart of this special Science of Reading: The Podcast episode, with author …

    Show notes

    What does it take to help every student in grades 5–8 access complex texts—without ever lowering the rigor? That’s the question at the heart of this special Science of Reading: The Podcast episode, with author and education consultant Mitchell Brookins, Ph.D. Mitchell joins host Susan Lambert, Ed.D., to discuss his new book, Scaffolding Complex Texts: How to Plan and Teach for Deeper Comprehension in Grades 5–8. Together, Mitchell and Susan also discuss the misconceptions about comprehension that keep students stuck at the surface level; why scaffolds should be deployed at the hardest—not the easiest—parts of a text; and why teachers need to become expert listeners to guide deeper comprehension.

    Show notes:

    Quotes:
    “Comprehension to me is not the who, what, when, where. It’s not the gist. It’s insight.” —Mitchell Brookins

    “When you give students more, they do more.” —Mitchell Brookins

    Timestamps:
    0:00 Introduction: Scaffolding complex texts, with Mitchell Brookins, Ph.D.
    2:00 Mitchell’s background and journey
    5:00 How Scaffolding Complex Texts came to be
    10:00 Misconceptions about comprehension instruction
    14:00 What educators need to understand about how students comprehend complex texts
    19:00 What needs to change in classrooms
    27:00 Making deep comprehension instruction consistent
    34:00 Unintended consequences and cognitive flexibility
    38:00 Closing thoughts: How writing the book transformed Mitchell
    *Timestamps are approximate, rounded to nearest minute


  3. S11 E3: Tier 1: Your MTSS Foundation, with Sarah Brown, Ph.D.

    46 minSeason 11 · Episode 3

    While Tier 1 instruction is the foundation of a successful Multi-Tiered System of Supports (MTSS), it is also the element we most often overlook. On this episode of Science of Reading: The Podcast, Sarah Brown …

    Show notes

    While Tier 1 instruction is the foundation of a successful Multi-Tiered System of Supports (MTSS), it is also the element we most often overlook. On this episode of Science of Reading: The Podcast, Sarah Brown, Ph.D., consultant and co-author of Effective Universal Instruction: An Action-Oriented Approach to Improving Tier 1, joins host Susan Lambert, Ed.D., to explore why this is and what it takes to give Tier 1 the attention it deserves. Together, Sarah and Susan also discuss common misconceptions about Tier 1; why a strong Tier 1 directly determines how targeted and intensive your interventions can be; and how to use data to assess whether your Tier 1 is truly working.

    Show notes:

    Quotes:

    "Our labels don't define our students' skills and abilities. The quality and intensity of our instruction is really what matters." —Sarah Brown

    "We are running ourselves ragged trying to provide intervention for too many students." —Sarah Brown

    "Tier 1 instruction really deserves the same love and attention as your interventions and other tiers." —Sarah Brown

    "MTSS is a framework, not a roadmap, which means it doesn't look the same in every school." —Sarah Brown

    Timestamps*:
    0:00 Introduction: Tier 1: The MTSS foundation, with Sarah Brown
    3:00 Sarah Brown's background and path to MTSS
    6:00 Defining Tier 1 instruction
    10:00 What an effective Tier 1 looks like
    14:00 Why a strong Tier 1 enables targeted intervention
    17:00 Using data to assess your Tier 1
    21:00 Common misconceptions about Tier 1
    22:00 What Tier 1 intervention looks like
    27:00 Common themes in Tier 1
    38:00 Effective Universal Instruction and closing thoughts
    *Timestamps are approximate, rounded to nearest minute


  4. S11 E2: Putting your MTSS into practice, with Matthew Burns, Ph.D.

    39 minSeason 11 · Episode 2

    What does it actually take to move a Multi-Tiered System of Supports (MTSS) from concept to practice? That's what University of Florida's Fien Endowed Professor of Special Education and University of …

    Show notes

    What does it actually take to move a Multi-Tiered System of Supports (MTSS) from concept to practice? That's what University of Florida's Fien Endowed Professor of Special Education and University of Florida Literacy Institute Assistant Director Matthew Burns, Ph.D., explores with host Susan Lambert, Ed.D., on this new episode of Science of Reading: The Podcast. Together, Matt and Susan also discuss the real difference between an MTSS and Response to Intervention (RTI), and why the two get conflated so often; why strong core instruction is the foundation upon which everything else depends; and three trouble spots that can derail an MTSS: data use, team meetings, and intervention matching.

    Show notes:

    Quotes:
    "I would argue a well-embedded MTSS should be almost invisible." —Matthew Burns

    "Without good core instruction, nothing else matters." —Matthew Burns

    Timestamps*:
    2:00 Introduction: Putting an MTSS into practice, with Matthew Burns, Ph.D.
    4:00 What an MTSS is, and clearing up confusion with RTI
    9:00 Common pitfalls in MTSS implementation
    12:00 What effective professional learning communities look like
    17:00 The history of the MTSS and curriculum-based measurement
    21:00 Awareness vs. true understanding of MTSS use
    23:00 Why core instruction has to come first, and how to target intervention
    30:00 The International MTSS Association
    36:00 Integrating academic and behavior support
    *Timestamps are approximate, rounded to nearest minute

  5. S11 E1: MTSS 101: What it is and what it isn't, with Joan Schumann, Ph.D.

    50 minSeason 11 · Episode 1

    MTSS explores the Multi-Tiered System of Supports (MTSS), from foundational concepts to practical implementation. To kick things off, Joan Schumann, Ph.D., founding executive director of the International MTSS …

    Show notes

    MTSS explores the Multi-Tiered System of Supports (MTSS), from foundational concepts to practical implementation. To kick things off, Joan Schumann, Ph.D., founding executive director of the International MTSS Association, joins host Susan Lambert, Ed.D., to provide an overview of an MTSS—what it is, what it isn't, and its core elements. Together, Joan and Susan discuss the core beliefs that make or break an MTSS implementation, what a prevention-oriented mindset looks like in a school, and why early access to intervention is central to the MTSS framework.

    Show notes:

    Quotes:

    "You cannot implement the [MTSS] framework if you don't believe all kids can learn." —Joan Schumann

    "If we all start engaging in these small shifts and calls for change, it'll be just like the Science of Reading, only it'll be the science of learning." —Joan Schumann

    "Don't underestimate the power of starting small, or raising a question in a meeting, or challenging a belief that you hear. I think it's through these small acts of courage that you can have a big impact."

    Timestamps*:
    0:00 Introduction: MTSS 101, with Joan Schumann, Ph.D.
    4:00 Joan's background and journey in education
    9:00 An overview of MTSS
    10:00 The core belief at the heart of MTSS
    17:00 MTSS as a prevention-oriented system
    19:00 Rethinking school structure
    25:00 Common MTSS misconceptions
    28:00 How MTSS and special education relate
    33:00 Breaking down the core elements of MTSS
    36:00 MTSS beyond literacy
    38:00 The International MTSS Association
    46:00 Final thoughts
    *Timestamps are approximate, rounded to nearest minute


  6. Season 11 trailer: The MTSS season

    2 min

    Host Susan Lambert gives you a first look at Season 11 of Science of Reading: The Podcast, which will focus on using a Multi-Tiered System of Supports (MTSS). Along with her expert guests, Susan will take a …

    Show notes

    Host Susan Lambert gives you a first look at Season 11 of Science of Reading: The Podcast, which will focus on using a Multi-Tiered System of Supports (MTSS). Along with her expert guests, Susan will take a close look at what MTSS really means, how its different components work, and what it takes to implement and scale it successfully in a real school or classroom. Check out the trailer to get a glimpse of the season's conversations on Tier 1, screening, intervention, progress monitoring, and data teaming, and see clips of the guests you can look forward to hearing from!

    Show notes:

  7. Science of Reading Essentials: Assessment

    44 min

    In our latest Science of Reading: Essentials episode, Susan Lambert, Ed.D., draws on expert voices from across the podcast to show how assessment can be one of the most exciting and empowering tools an educator …

    Show notes

    In our latest Science of Reading: Essentials episode, Susan Lambert, Ed.D., draws on expert voices from across the podcast to show how assessment can be one of the most exciting and empowering tools an educator has at their disposal. Featuring Jan Hasbrouck, Ph.D.; Stephanie Stollar, Ph.D.; Kate Winn; Kymyona Burk, Ed.D.; Kajal Patel Below; Gina Biancarosa, Ed.D.; and Melissa Farrall, Ph.D., this episode covers the three types of assessment every educator needs—universal screening, diagnostic assessment, and progress monitoring—and how they work together; what the Oral Reading Fluency measure actually measures, why it matters, and how it's often misunderstood; and why assessing comprehension is so complex, and what teachers can do about it.

    Show notes:

    Quotes:
    “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

    “We never want to do one iota, one second, one minute of extra assessment that we don’t have to do unless it answers a key question that makes us better teachers.” —Jan Hasbrouck

    “About 90% of all reading challenges are due to difficulty recognizing the words.” —Melissa Farrall

    “We don’t want more testing. We want the right kind of testing.” —Kymyona Burk

    “Once you ask a question, you can change what it is that someone has understood from what they read.” —Gina Biancarosa

    “When we love the kids, we want to do the best for them.” —Kate Winn

    “Ideally, kids would be assessed in their home language.” —Kajal Patel Below

    Timestamps*:
    0:00 Science of Reading Essentials: Assessment
    3:00 Why educators have complicated feelings about assessment
    4:00 The three key questions every assessment should answer
    6:00 Universal screening
    8:00 Screening multilingual and English learners
    11:00 Diagnostic assessment
    12:00 Progress monitoring
    15:00 Why alignment across all three tools matters
    16:00 Teacher-administered and curriculum-based assessments
    18:00 Oral Reading Fluency (ORF): what it is and why it matters
    24:00 Why ORF is widely misunderstood
    28:00 The challenges of assessing comprehension
    38:00 Key takeaways and next steps
    *Timestamps are approximate

  8. Summer '26 Rewind: Implementing a Multi-Tiered System of Supports, with Brittney Bills, Ed.D.

    46 min

    On this encore episode of Science of Reading: The Podcast, host Susan Lambert, Ed.D., is joined by Brittney Bills, Ed.D., educator and senior manager of literacy partnerships at Amplify. Brittney explains what …

    Show notes

    On this encore episode of Science of Reading: The Podcast, host Susan Lambert, Ed.D., is joined by Brittney Bills, Ed.D., educator and senior manager of literacy partnerships at Amplify. Brittney explains what a Multi-Tiered System of Supports (MTSS) is and how it centers on prevention, rather than intervention. She also talks about the intersection of universal screening data and an MTSS, and provides advice on evidence-based strategies and techniques to make a positive impact in your classroom. Drawing on examples from her former district, Brittney discusses how to prevent burnout, use data effectively, and support ongoing improvement.

    Show notes:

    Quotes:

    "[An] MTSS is not a thing that lives outside of the Science of Reading. They're two things that complement each other very, very well." —Brittney Bills

    "We need better processes that we can apply more widely to effectively arrive at our outcomes for our students who need more intensive support." —Brittney Bills

    "It's the student's needs that should drive the decisions, not a cool presentation that we saw at a conference." —Brittney Bills

    Timestamps*:
    0:00 Introduction: Implementing MTSS with Brittney Bills, Ed.D.
    2:00 Brittney's Science of Reading journey
    5:00 Pursuing leadership
    6:00 Bringing literacy and MTSS together
    7:00 What is an MTSS?
    9:00 Universal tier as the first intervention
    11:00 Key MTSS components: screening, fidelity, and progress monitoring
    17:00 Student need should drive decisions
    18:00 Class-wide intervention and leveraging data efficiently
    21:00 Rethinking small-group instruction
    30:00 Data analysis tools for grade-level PLCs
    35:00 MTSS as continuous support
    42:00 Closing thoughts: "MTSS is not another thing, it is the thing."
    *Timestamps are approximate

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

    51 min

    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 …

    Show notes

    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:

    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

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

    41 min

    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 …

    Show notes

    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:

    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

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

    50 min

    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 …

    Show notes

    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:

    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


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

    52 min

    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 …

    Show notes

    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:

    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

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

    51 min

    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 …

    Show notes

    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:

    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

  14. Science of Reading Essentials: The Science of learning

    33 min

    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 …

    Show notes

    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:

    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

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

    60 min

    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 …

    Show notes

    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:

    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

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

    51 min

    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 …

    Show notes

    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:

    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

  17. Spring Special '26: Fighting for people with dyslexia, with Teresa May, Ph.D.

    49 min

    In this episode of Science of Reading: The Podcast, Susan is joined by executive director of the Margaret Byrd Rawson Institute, Teresa May, Ph.D. Teresa shares her powerful story, from being a student with …

    Show notes

    In this episode of Science of Reading: The Podcast, Susan is joined by executive director of the Margaret Byrd Rawson Institute, Teresa May, Ph.D. Teresa shares her powerful story, from being a student with dyslexia to fighting systemic barriers in education. Teresa and Susan also discuss Teresa's legal advocacy for her sons' right to appropriate dyslexia education; the legacy of Margaret Byrd Rawson, a groundbreaking activist who dedicated her life to helping students with dyslexia success; and the importance of early intervention and understanding each child's unique learning needs.

    Show notes:

    Quotes:

    "There's no time to waste. A child only gets one childhood." —Teresa May

    "You teach this complex language as it is to the child, as he or she is. If you do that, you don't leave anyone behind." —Teresa May

    "There is a science and an approach that we can take to help kids learn how to read." —Teresa May

    "[People] remember the kindness of a teacher or the meanness, but they don't remember the explicit way they learned [to read]." —Teresa May

    Timestamps*:
    00:00 Introduction: Fighting for learners with dyslexia, with Teresa May
    04:00 Teresa's childhood struggles with dyslexia
    07:00 The moment of discovery: Finding Margaret Byrd Rawson
    09:00 Meeting Margaret: "There is a key, but not many people hold that key"
    14:00 The legal battle begins—fighting for her sons' education
    19:00 Taking the case through courts and starting parent advocacy
    22:00 Margaret Byrd Rawson as an educational pioneer
    27:00 Margaret's biological background and the start of her longitudinal research in the 1930s
    30:00 The 55-year study following 56 boys: groundbreaking research without technology
    33:00 The human impact of good teaching
    39:00 The Margaret Byrd Rawson Institute's mission and current projects
    44:00 The complexity of dyslexia remediation
    45:00 Final thoughts on advocating for children with dyslexia
    *Timestamps are approximate, rounded to nearest minute

  18. S10 E14: Your comprehension questions answered, with Nathaniel Swain, Ph.D.

    46 minSeason 10 · Episode 14

    In this episode of Science of Reading: The Podcast, returning guest, Nathaniel Swain, Ph.D., joins Susan Lambert to close out the season by answering thoughtful and thought-provoking comprehension questions …

    Show notes

    In this episode of Science of Reading: The Podcast, returning guest, Nathaniel Swain, Ph.D., joins Susan Lambert to close out the season by answering thoughtful and thought-provoking comprehension questions submitted by listeners. Nathaniel and Susan answer questions about comprehension strategies, the relationship between comprehension and memorization, and how to shift the mindset amongst your teaching colleagues to help them understand comprehension.

    Show notes:

    Quotes:

    "What we're trying to do is create meaningful text experiences. ... The strategies are background, the powerhouse behind the work we're doing, but the star of the show is the language and the text." —Nathaniel Swain, Ph.D.

    "If you ever feel like your comprehension work only allows students to produce or perform something on a particular day in which you've just read that text, then you may be missing the opportunity to weave meaningful text together." —Nathaniel Swain, Ph.D.

    "When we're teaching reading comprehension, really let the text be the center of what we're doing." —Susan Lambert

    Timestamps*:
    00:00 Introduction: Answering listeners' questions on comprehension
    03:00 The difference between oral and written language as it relates to comprehension
    06:00 Supporting students who read fluently but struggle with comprehension
    16:00 The role of comprehension strategies
    21:00 Oral language development and comprehension
    28:00 The connection between memory and comprehension
    36:00 How to help colleagues adjust their mindset on comprehension
    42:00 Overall takeaways from this batch of mailbag questions
    *Timestamps are approximate, rounded to nearest minute

  19. S10 E13: Building blocks for deep comprehension, with Susan Lambert

    24 minSeason 10 · Episode 13

    Host Susan Lambert hits the home stretch of her comprehension-focused season of Science of Reading: The Podcast with a reflective episode based on her presentation at this year's Plain Talk About Literacy …

    Show notes

    Host Susan Lambert hits the home stretch of her comprehension-focused season of Science of Reading: The Podcast with a reflective episode based on her presentation at this year's Plain Talk About Literacy and Learning conference. Instead of being joined by a guest, Susan breaks down some of her biggest takeaways from this season—explaining how reading comprehension is far more intricate than the ability to decode words on a page, and detailing how the expert guests this season helped illustrate all of comprehension's amazing complexities. Whether you hear her Plain Talk conversation live or not, this episode captures those same insights in a format you can revisit anytime.

    Show notes:

    Quotes:

    "Comprehension is an active process. It usually requires active engagement and effect from the reader." —Susan Lambert

    "Comprehension is an integration of knowledge and experience that requires the reader to connect new information from the text with their own knowledge and experiences." —Susan Lambert

    "Comprehension is dynamic and ongoing. It requires the reader to update and revise their understanding as new information is encountered." —Susan Lambert

    "What constitutes good comprehension is relative, and it depends on who is reading the text and why they're reading it." —Susan Lambert

    "The components of comprehension don't develop in isolation. They bootstrap and support each other throughout a reader's development." —Susan Lambert

    Timestamps*:
    00:00 Introduction: Building blocks for deep comprehension
    04:00 Common themes from guests' definitions of comprehension
    07:00 The simple view of reading
    10:00 Oral language, syntax and fluency
    13:00 Syntax is the critical missing piece needed to improve reading comprehension outcomes
    16:00 Fluency is a critical but often overlooked prerequisite to reading comprehension
    21:00 The components of comprehension don't develop in isolation
    22:00 Closing thoughts o our comprehension focused season
    *Timestamps are approximate, rounded to nearest minute


  20. S10 E12: Filling the gaps with inferences, with Kristen McMaster, Ph.D.

    48 minSeason 10 · Episode 12

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Kristen McMaster, Ph.D., Guy Bond Chair in Reading and professor of special education in the Department of Educational Psychology …

    Show notes

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Kristen McMaster, Ph.D., Guy Bond Chair in Reading and professor of special education in the Department of Educational Psychology at University of Minnesota. Together, they explore how reading comprehension isn't just about what's on the page—it's also about what's not there—and share practical insights on how to support students in developing inference skills. Susan and Kristen also discuss the dual processes of activation and integration when making inferences; the distinction between teaching students to process text actively versus teaching students to apply comprehension strategies; and different types of inferences, including causal, bridging, and elaborative.

    Show notes:

    Quotes:

    "Inferencing is really central to comprehension. We wouldn't comprehend if we didn't make inferences." —Kristen McMaster

    "I would encourage teachers not to underestimate the importance of supporting even the inferences that might seem obvious to us." —Kristen McMaster

    "Good comprehenders are often making very automatic inferences that they don't even realize." —Kristen McMaster

    "It helps to explicitly teach what an inference is in language that students will understand." —Kristen McMaster

    Timestamps*:
    00:00 Introduction: Filling in the gaps with inferences, with Kristen McMaster, Ph.D.
    05:00 Comprehension is how we make sense of the world around us
    09:00 The types of inferences: Causal, bridging, elaborative, and theory of mind
    17:00 How teachers can help students develop inference skills
    22:00 Creating an effective questioning strategy
    27:00 How teachers can preview a text and think about the inferences that might need to be made
    31:00 Supporting students who process texts in different ways
    37:00 The timing of comprehension questions
    40:00 The connection between oral language comprehension and text comprehension
    45:00 Final thought: Teacher's shouldn't underestimate the importance of inferences that might seem obvious.
    *Timestamps are approximate, rounded to nearest minute


  21. S10 E11: Learning to read vs. reading to learn, with Timothy Shanahan, Ph.D.

    51 minSeason 10 · Episode 11

    In this episode of Science of Reading: The Podcast, Timothy Shanahan, Ph.D., distinguished professor emeritus from the University of Illinois at Chicago, joins Susan Lambert to distinguish between reading …

    Show notes

    In this episode of Science of Reading: The Podcast, Timothy Shanahan, Ph.D., distinguished professor emeritus from the University of Illinois at Chicago, joins Susan Lambert to distinguish between reading comprehension, learning from a text, and the process of learning to read. He compares learning to read with athletic training, explaining that just as athletes need to vary their workout intensities to maximize their strength, students need to vary their text difficulty to maximize their comprehension, reading skills, and overall learning. Together, Timothy and Susan also discuss why reading comprehension is an ethical act and the power of simply rereading to increase comprehension.

    Show notes:

    Quotes:

    "We're trying to teach kids to read, and a text that is immediately comprehensible leaves you very little to learn." —Timothy Shanahan, Ph.D.

    "Reading comprehension is not just a psychological or cognitive action—it's an ethical action." —Timothy Shanahan, Ph.D.

    "Comprehension is not automatic. It isn't just, 'Oh, if you decode, you're going to comprehend.'" —Timothy Shanahan, Ph.D.

    "A good reader has to start out with a determination. 'My job here is to understand it, not just to read it.'" —Timothy Shanahan, Ph.D.


    Timestamps*:
    00:00 Introduction: Learning to read vs. reading to learn with Timothy Shanahan, Ph.D.
    06:00 Reading comprehension is not just a psychological or cognitive action, it's an ethical action.
    09:00 Authors know their readers and so they put in affordances aimed at the reader.
    15:00 Timothy's motivation for writing his blog post, "Don't Confuse Reading Comprehension and Learning to Read."
    17:00 A text that is immediately comprehensible, leaves you very little to learn.
    19:00 You can increase the learning for most people if you increase the difficulty.
    24:00 An argument for students to read more rigorous texts.
    28:00 A good reader has to start out with determination.
    35:00 The different between learning and understanding is an issue of remembering.
    39:00 Teachers need to teach kids to be strategic.
    42:00 Timothy Shanahan's new wrinkle in thinking about comprehension, understanding, and learning.
    44:00 In conclusion: Kids should be reading texts with varying levels of difficulty.
    *Timestamps are approximate, rounded to nearest minute

  22. Special episode: Cultivating critical thinkers in your classroom, starring Mitchell Brookins, Ph.D.

    42 min

    We're excited to share a special episode from our friends at our sister podcast, Beyond My Years.Host Ana Torres is joined by nationally recognized educational consultant and thought leader, Mitchell …

    Show notes

    We're excited to share a special episode from our friends at our sister podcast, Beyond My Years.

    Host Ana Torres is joined by nationally recognized educational consultant and thought leader, Mitchell Brookins, Ph.D., to discuss what critical thinking is and how to help students develop it. He also explains why critical thinking is crucial for long-term academic success. Mitchell also gives gives educators four clear steps that they can implement to effectively nurture critical thinking skills in their classrooms. Ana is then joined by Beyond My Years Classroom Insider extraordinaire Eric Cross, who discusses how he encourages his students to hone their critical thinking skills in class.

    Show notes:

    Quotes:

    "When you are a school administrator, you can't be confused as to what your identity is. People expect you to step in with voice, with passion, with vision, and direct the path." —Mitchell Brookins, Ph.D.

    "That's how you know you're in a classroom with critical thinking: We're not rushing the conversation. We're enjoying it." —Mitchell Brookins, Ph.D.

    "There's an art and science to teaching, and I think that they're two different things." —Eric Cross

    "The importance of modeling can’t be overstated." — Ana Torres

    Timestamps*:
    00:00 Introduction
    02:00 Ana Torres & Eric Cross preview Ana's conversation about critical thinking
    04:00 Introducing Mitchell Brookins, Ph.D.
    10:00 Why should critical thinking be top of mind for educators?
    15:00 Where should teachers begin when trying to help students develop critical thinking skills?
    20:00 Questioning that reveals classrooms in which teachers honor students' thinking
    24:00 You can't get to a higher level if you don't have the knowledge.
    28:00 For a lot of us, this work is more than just a profession it's a calling
    30:00 Classroom Insider conversation with Eric Cross
    37:00 Recap of Classroom Insider takeaways
    39:00 Closing thoughts from Susan Lambert
    *Timestamps are approximate, rounded to nearest minute




  23. S10 E10: How language skills shape reading success, with Charles Hulme, D.Phil., and MaryKate DeSantis

    46 minSeason 10 · Episode 10

    Susan Lambert is joined by emeritus professor of psychology and education and the University of Oxford, Charles Hulme, D.Phil., and founder of Left Side Strong LLC, MaryKate DeSantis. They dive into the critial …

    Show notes

    Susan Lambert is joined by emeritus professor of psychology and education and the University of Oxford, Charles Hulme, D.Phil., and founder of Left Side Strong LLC, MaryKate DeSantis. They dive into the critial connection between oral language development and reading comprehension. They also explore exactly what oral language development is, how to screen children for deficits in oral language abilities, and the most effective strategies educators can use for intervention.

    Show notes:

    Quotes:

    "Language comprehension is really what leads us to reading comprehension." —MaryKate DeSantis

    "We talk about learning to read, but we also need to talk about reading to learn. A lot of what we learn in our lives is through reading, and reading is certainly a powerful drive of vocabulary and language development." —Charles Hulme, D.Phil.

    "Language skills are unconstrained, meaning the sky's the limit. As long as you continue to engage in any sort of way, your language skills can continue to develop throughout your lifetime." —Susan Lambert

    Timestamps*:
    00:00 How language skills shape reading success
    06:00 Defining reading comprehension
    08:00 Reading is language. Without language, there would be no reading.
    12:00 Importance of language skills for comprehension
    16:00 Our main purpose in life is to communicate with others
    21:00 Development of language skills
    23:00 Moving the needle on literacy achievement
    28:00 How students can help develop students' language capacity
    31:00 Screening to assess oral language skills
    35:00 Why early language instruction is effective and sustainable
    39:00 Key takeaways
    41:00 Focusing on language is worth the time
    43:00 Closing thoughts
    *Timestamps are approximate, rounded to nearest minute


  24. S10 E9: From research to reality: Breaking down comprehension barriers, with Phil Capin, Ph.D.

    53 minSeason 10 · Episode 9

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Phil Capin, Ph.D., assistant professor of education at the Harvard Graduate School of Education. They explore why recommended …

    Show notes

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Phil Capin, Ph.D., assistant professor of education at the Harvard Graduate School of Education. They explore why recommended reading comprehension practices aren't widely implemented in schools, and what educators can do to change that. Together, they also discuss how knowledge building is foundational to reading comprehension, how writing is a powerful tool in supporting reading comprehension, and why we should structure reading instruction based on what happens before, during, and after reading.

    Show notes:

    Quotes:

    "We've underestimated the value of writing in supporting reading comprehension." —Phil Capin, Ph.D.

    "Reading and writing rely on a lot of the same language processes, and writing supports the consolidation of knowledge." —Phil Capin, Ph.D.

    "Students should engage with meaningful problems, and they should have a reason for learning." —Phil Capin, Ph.D.

    Timestamps*:
    00:00 Introduction
    04:00 Phil Capin's career path
    08:00 Reading comprehension is the byproduct of a constellation of competencies
    11:00 The complexity of comprehension
    16:00 Dolores Durkin's findings on comprehension testing vs. teaching
    22:00 Students should engage with meaningful problems
    24:00 Comprehension instruction is organized by before, during, and after reading.
    27:00 The value of writing for comprehension
    31:00 Where comprehension strategies could be helpful
    39:00 How much time should teachers dedicate to strategy instruction?
    41:00 The strongest predictor of whether you're going to understand the text is the knowledge you bring.
    46:00 Every teacher is a reading teacher
    48:00 Closing thoughts
    *Timestamps are approximate, rounded to nearest minute






  25. S10 E8: Beyond decoding: The power of syntax, with Nancy Chapel Eberhardt

    59 minSeason 10 · Episode 8

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by educational consultant Nancy Chapel Eberhardt, who explains why focusing on syntax at the sentence level is just as important for …

    Show notes

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by educational consultant Nancy Chapel Eberhardt, who explains why focusing on syntax at the sentence level is just as important for comprehension as word-level decoding. Together, Nancy and Susan also discuss how syntax helps students process meaning while reading, why we should start early and teach syntax to students from the beginning, and a more functional approach to syntax.

    Show notes:

    Quotes:

    "Syntax is somewhere between the individual words and the meaning of the text. It's the processing piece that's going on there." —Nancy Chapel Eberhardt

    "Syntax isn't just for older kids anymore. Syntax is really something that we can start promoting, developing, encouraging, embracing from the beginning." —Nancy Chapel Eberhardt

    "I actually think that as teachers embrace this idea of syntax, they're going to have a lot of fun with it. It's way more fun to talk about the meanings of words than to just decode them." —Nancy Chapel Eberhardt

    Timestamps:
    00:00 Introduction: Diving deeper into syntax, with Nancy Chapel Eberhardt
    08:00 Comprehension is lifting the meaning out of text
    11:00 Sentence-level abilities make as large a contribution as word reading for comprehension
    14:00 The difference between syntax and grammar
    20:00 Why syntactical knowledge is so helpful in the comprehension process
    24:00 Prosody helps us with our fluency with reading
    30:00 Syntax is somewhere between the individual words and the meaning of the text
    33:00 We've gone through several generations of students who aren't being taught syntax
    37:00 It's more fun to talk about the meanings of words
    39:00 Start teaching syntax by thinking about the most essential build block
    45:00 Connecting words are meaningless in the absence of other words
    53:00 By spending more time instructing on syntax, we will reach more of our students.
    56:00 Closing: Syntax is something we can start promoting, developing, encouraging, and embracing from the beginning.
    *Timestamps are approximate, rounded to nearest minute

  26. S10 E7: Syntax and comprehension, with Julie Van Dyke, Ph.D.

    49 minSeason 10 · Episode 7

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by research scientist and professor Julie Van Dyke, Ph.D., who explains why syntax instruction may be the missing piece in our mission …

    Show notes

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by research scientist and professor Julie Van Dyke, Ph.D., who explains why syntax instruction may be the missing piece in our mission to improve comprehension outcomes for all students. Together, Julie and Susan discuss why syntax is the part of the language system that matters for comprehension, how the same systematicity and rule governance that you find in teaching phonics also exists in syntax, and how explicit syntax instruction could be the next breakthrough in evidence-based literacy education.

    Show notes:

    Quotes:

    "In English, syntax is word order. Syntax is the relationship between the entities in a sentence." —Julie Van Dyke, Ph.D.

    "If you want to increase comprehension, you need to be explicit in syntax because that's the part of the language system that matters for comprehension." —Julie Van Dyke, Ph.D.

    "Comprehension is the glue between the words. It's the process of gluing the words together, each word as you go." —Julie Van Dyke, Ph.D.

    Episode Timestamps:
    00:00 Introduction: Syntax and comprehension with Julie Van Dyke, Ph.D.
    06:00 Nervousness around syntax instruction
    11:00 Comprehension is the glue between words
    15:00 The difference between grammar and syntax
    19:00 How the brain learns language and how syntax is related to that learning
    24:00 Oral language is much less complicated than written language
    30:00 Explaining regressions
    33:00 The need to be explicit in syntax instruction
    36:00 How we develop fluency as syntax
    44:00 Closing thoughts: Syntax can move the needle on the nation's report card

    *Timestamps are approximate, rounded to nearest minute



  27. S10 E6: Understanding assessment, with Melissa Farrall, Ph.D.

    51 minSeason 10 · Episode 6

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Affiliated Scholar at the Stern Center for Language and Learning, Melissa Farrall, Ph.D., to discuss understanding assessment …

    Show notes

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Affiliated Scholar at the Stern Center for Language and Learning, Melissa Farrall, Ph.D., to discuss understanding assessment. Melissa explains why it's beneficial for every educator to understand the fundamentals of assessment, especially comprehension assessment. Together, Melissa and Susan discuss the relationship between reading comprehension and language comprehension, why reading comprehension can be challenging to assess, and how, in a perfect world, educators would be trained both in the Science of Reading and assessment.

    Show notes:

    Quotes:

    • "My view of reading comprehension is that it is thinking guided by print." —Melissa Farrall, Ph.D.
    • "If we supplement our evaluation with measures of listening comprehension, we can then get a sense of an individual's ability to make meaning." —Melissa Farrall, Ph.D.
    • "In a perfect world, we would have not just evaluators, but educators who are trained both in the Science of Reading and in assessment so that we can all sit at the same table and participate." —Melissa Farrall, Ph.D.

    Episode Timestamps:
    00:00 Introduction: Exploring comprehension assessment, with Melissa Farrall
    07:00 The legacy of Jean Chall's research on the developmental stages of reading
    10:00 "Reading Assessment: Linking Language, Literacy, and Cognition"
    17:00 Comprehension is thinking guided by print
    21:00 Different ways of assessing reading comprehension
    27:00 Kintsch's construction-integration model
    30:00 Word recognition
    33:00 Reading comprehension is not easily quantified
    38:00 How background knowledge affect the meaning-making process
    41:00 The two modalities of language comprehension
    45:00 How today's educators might think differently about comprehension instruction
    48:00 Closing thoughts

    *Timestamps are approximate, rounded to nearest minute



  28. S10 E5: Reimagining comprehension assessment, with Gina Biancarosa, Ed.D.

    46 minSeason 10 · Episode 5

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by University of Oregon College of Education Professor and Ann Swindells Chair in Education Gina Biancarosa, Ed.D., to explore how …

    Show notes

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by University of Oregon College of Education Professor and Ann Swindells Chair in Education Gina Biancarosa, Ed.D., to explore how best to assess for comprehension. Gina elaborates on her extensive work developing more precise and informative measurements of reading comprehension and discusses think-aloud research, demonstrating how to infer for coherence, and examining how students who are struggling with comprehension tend to rely too heavily on making inferences or paraphrasing.

    Show notes:

    Quotes:

    "A lot of what we know about reading comprehension comes from think-alouds where you ask someone to tell you what they're thinking as they read." —Gina Biancarosa, Ed.D

    "To model reading comprehension, [try] thinking aloud in front of a classroom of students in a way that is instructive for them, and also authentic to the reading process." —Gina Biancarosa, Ed.D.

    "Students are making causal inferences in their daily lives, when they watch movies, and when they're hearing stories. And so what we're really trying to do is get them to generalize these behaviors that they engage in outside of the task of reading, during reading." —Gina Biancarosa, Ed.D.

    Episode Timestamps:
    02:00 Introduction: Gina Biancarosa, Ed.D. and comprehension assessment
    08:00 How do we assess comprehension?
    14:00 Think-aloud research
    21:00 MOCCA (Multiple-Choice Online Causal Comprehension Assessment)
    24:00 Causal coherence
    30:00 Paraphrasers and elaborators
    33:00 Comprehension assessment research
    39:00 Professional development and comprehension assessment
    42:00 Closing thoughts
    *Timestamps are approximate, rounded to nearest minute

  29. S10 E4: The science of memory and misinformation, with David Rapp, Ph.D.

    49 minSeason 10 · Episode 4

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Northwestern University Professor of Education, Social Policy, and Psychology David Rapp. David’s research focuses on language and …

    Show notes

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Northwestern University Professor of Education, Social Policy, and Psychology David Rapp. David’s research focuses on language and memory, and his conversation with Susan gives insight into how memory is connected to comprehension. The first half of the episode is spent defining comprehension as a process, a product, and a higher-order cognitive process. David then digs into how that definition informs the ways in which educators assess comprehension and where they can look for potential failure points. One of these failure points includes misinformation. David addresses what happens when misinformation is stored in long-term memory. He details the issues this can cause for student comprehension, and he gives guidance on how to prevent and correct them.

    Show notes:

    Quotes:

    “Once the information is in memory, you can't really get rid of it. What you can try to do is make other memories more powerful, more likely to resonate to things.” —David Rapp, Ph.D.

    “Sometimes our most effective processes actually lead us to misunderstand. For example, you're really good at encoding information to memory, that's great, except if you're exposed to inaccurate ideas, that's a problem.” —David Rapp, Ph.D.

    “It feels easy for us to comprehend texts if we're well practiced at it, it feels easy, but it's actually a lot of cognitive operations going on behind the scenes and a lot of years of practice.” —David Rapp, Ph.D.

    “In terms of being exposed to misinformation, we see even if people have been exposed to inaccurate ideas, even once, it's encoded into memory, it's potentially gonna be there to influence you.” —David Rapp, Ph.D.

    Episode Timestamps
    02:00 Introduction: Who is David Rapp?
    04:00 Defining reading comprehension
    05:00 Comprehension as a process vs a product
    08:00 Comprehension as a higher order cognitive process
    12:00 Coherence
    18:00 Memory activation and misinformation
    21:00 Consequences of misinformation
    25:00 Correcting misinformation
    28:00 Preventing misinformation
    36:00 The evolution of thinking on comprehension
    40:00 Current research
    45:00 Closing thoughts and encouragement to dig into research
    *Timestamps are approximate, rounded to nearest minute

  30. S10 E3: Finding fluency at the heart of comprehension, with Doug Lemov

    58 minSeason 10 · Episode 3

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Doug Lemov, former teacher and school principal, to discuss how teachers can identify when disfluency is actually the root cause …

    Show notes

    In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Doug Lemov, former teacher and school principal, to discuss how teachers can identify when disfluency is actually the root cause for students’ struggles with comprehension—and what they can do about it. Using his new book, The Teach Like a Champion Guide to the Science of Reading, to guide the discussion, Susan and Doug address building attention stamina, the argument for reading whole books, and the value of expressive read-alouds. Finally, Doug ends the episode asserting that humans are meant to live in community, and that a deeper level of comprehension is unlocked through deep empathic connection to text and the experience of reading with others.

    Show notes:

    Quotes:

    “If you're not a fluent reader, you can't be a deep reader.”—Doug Lemov

    “The research is clear that when you start to read expressively externally, then your internal reading voice while reading silently is much more expressive and therefore infused with more meaning.”—Doug Lemov

    Episode Timestamps
    03:00 Introduction: Doug Lemov
    05:00 The importance of the middle grades
    07:00 Book: The Teach like a Champion Guide to the Science of Reading
    13:00 How to build attention stamina
    16:00 Background knowledge and vocabulary
    19:00 Writing’s impact on memory and reading
    22:00 The value in reading whole books
    25:00 Embracing smaller writing assignments
    27:00 Fluency deep dive
    30:00 Working memory
    35:00 Troubleshooting fluency
    39:00 Expressive reading
    41:00 Read-alouds
    44:00 Reading as a social act
    52:00 The argument for books
    *Timestamps are approximate, rounded to nearest minute


These are the latest 40 of 200 episodes. You’ll find older episodes in the podcast’s feed.

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