Teaching Literacy Podcast

In this episode I sit down with the SRI Education research team—Dr. Dan Reynolds, Dr. Anna Jennerjohn, and Dr. Sara Rutherford-Quach—to unpack their learning brief, Beyond the Surface. This episode explores the gap between using high-quality instructional materials (HQIM) and achieving deep, robust reading comprehension. The Study: Analyzed 111 comprehension lessons across districts with mature HQIM implementation and surveyed 500+ teachers. The Central Finding: While HQIM was consistently used, 64% of lessons focused only on surface-level objectives (completing tasks) rather than robust comprehension (building a mental model). Episode Highlights: Defining the crucial distinction between Surface and Robust comprehension. Introducing the 6 high-leverage instructional practices that move the needle toward deep understanding. Timestamps [0:00] – Teaser: Surface vs. Robust Comprehension [0:16] – Introduction & episode overview; Jake introduces the HQIM landscape [1:29] – Introducing the guests and their learning brief: Beyond the Surface [2:43] – What is HQIM and why has the term taken off so quickly? [4:46] – Background on the study: Schusterman Family Philanthropies partnership and why SRI undertook this observational research [7:14] – Why studying mature implementation matters — districts where HQIM had been in place for several years [9:34] – Defining surface-level comprehension vs. robust comprehension [20:58] – How the data was collected: 111 classroom observations, 500+ teacher surveys, 100+ interviews, 62 PLCs observed [25:10] – Finding #1: Teachers were using their HQIM consistently (72–89% daily or almost daily) [21:26] – Finding #2: High floor established — 98% of lessons had a comprehension purpose; but 64% of lessons set only surface-level goals [26:06] – The “voltage drop”: how robust lessons erode [29:57] – The six high-leverage practices for robust comprehension: [30:11] Practice 1: Engaging students in text-specific analysis [33:29] Practice 2: Activating and leveraging prior knowledge [36:10] Practice 3: Explaining and modeling meaning-making [38:48] Practice 4: Providing instructional feedback [40:36] Practice 5: Providing opportunities for text-based reasoning [41:59] Practice 6: Setting up peer learning opportunities [44:25] – What surface-level instruction looks like in practice [47:37] – It’s not a checklist: how the six practices can serve surface OR robust ends [48:56] – Three action steps for coaches and school leaders: [56:07] – Walkthrough tools and their limitations: why you can’t see robust comprehension in a 5-minute walkthrough [1:00:28] – Jake’s curveball: How do standards interact with comprehension instruction? (The PLC/Norse mythology example) [1:06:05] – Student engagement in robust vs. surface lessons — the House on Mango Street discussion example [1:04:12] – What’s next: upcoming SRI briefs on foundational skills, multilingual learners, and knowledge-building [1:10:17] – Optimism for the future of literacy: teachers hungry for the “how,” and a push toward more honest comprehension assessment [1:14:25] – Jake’s Take: Reflections on HQIM as an “instructional floor,” why all three gears must turn (content knowledge, pedagogical knowledge, curriculum knowledge), and a simple habit for keeping comprehension instruction tethered to meaning-making [1:30:30] – Closing

-June 24-25 in East Lansing Michigan -Individual registration available at: https://tamu.estore.flywire.com/products/cusp—the-reading-leagueliteracy10-participant-registration–412940 -Group registration available at: https://tamu.estore.flywire.com/products/cusp—the-reading-leagueliteracy10-group-participant-registration–412945 -More information available at literacy.io/contact Show Notes 2:30 – What is Read Like Us? Overview of the five-step repeated reading protocol How it supports accuracy, automaticity, and prosody 4:10 – The Five Reads Explained Listening passage preview Echo reading Choral reading Partner reading Performance/independent reading 6:00 – Implementation in Classrooms Can it work in whole group settings? Small group intervention applications Working with paraprofessionals and volunteers 10:00 – Maximizing Reading Time Why 90% of intervention time should be actual reading The workout approach to building fluency Ensuring students are actually reading (not just holding books) 12:53 – How Read Like Us Differs from Traditional Approaches More than just “read three times and check for speed” Building all three components of fluency simultaneously The role of modeling and scaffolding 15:00 – Gradual Release of Responsibility Transferring task responsibility to students Why rate/speed wasn’t emphasized in coaching Automaticity as the outcome, not the input 18:00 – Prosody and Comprehension Expression as an indicator of understanding Using the Rasinski multidimensional fluency rubric Rotating focus areas: expression, phrasing, smoothness, pace 20:00 – Study Results Fourth grade students: 16.5 WPM growth in 50 days Effect size of 0.9 Improvements in accuracy, vocabulary, and comprehension measures 22:30 – Potential Comprehension Enhancement Adding a 10-word takeaway or gist statement Keeping it “fluency heavy, comprehension light” Future iterations of the protocol 25:30 – The Stacking Protocol Approach Learning from dissertation chair Dr. Kit Moore Combining multiple evidence-based practices Weaving the reading rope together 27:30 – Cost and Accessibility Read Like Us is free to implement Comparison with commercial tier-two interventions Open access article available 28:48 – Text Selection Philosophy The month-long process of curating 50 texts Using challenging and engaging content (100-200 words) Types included: giggle poetry, science facts, short stories with twists, weird state laws 30:30 – The “Challenging Text” Debate Using texts above grade level with proper scaffolding Addressing the 1960s neurological impress research Why modern research supports stretching students 33:17 – Texts Students Actually Want to Read Students asking to take intervention texts home Incorporating core reading program texts for continuity Balance between practical and engaging content 36:00 – Lexile Levels and Text Complexity Many texts in 6th-8th grade Lexile range for 3rd-4th graders Testing the hypothesis: Can struggling readers succeed in harder texts? Being “level agnostic” in text selection 39:00 – Rethinking Leveled Texts Limitations of the Lexile formula Starting with engaging content, not filter levels The scaffolding makes the difference, not the exact level 42:00 – Student Motivation and Text Choice Chase’s son reading adult-level joke books in first grade The power of “want to” over prescribed levels Teacher control vs. student self-selection 43:00 – Repeated Reading vs. Wide Reading Defining both approaches Why they shouldn’t be pitted against each other Read Like Us = repeated reading across wide array of texts 46:30 – Wide Reading and Teacher Control Students won’t achieve wide reading through self-selection alone The teacher’s role in exposing students to diverse genres Balancing instruction with student choice 48:00 – Benefits of Wide Reading Exposure to different language patterns across genres Informational vs. narrative text structures Building terrain navigation skills with various text types 49:00 – Getting Started with Read Like Us Start with tomorrow’s text Find the 200-300 word section with the most “oomph” Use what you already have in your classroom 50:21 – Closing Where to find the protocol and resources Final thoughts and wrap-up

In this episode we welcome Dr. Sharon Walpole, a professor at the University of Delaware. We explore the challenges teachers face in addressing varying student needs, Dr. Walpole’s pragmatic approach to differentiation, and the developmental roadmap for reading proficiency. Dr. Walpole shares insights on the importance of grade-level instruction, the flaws of certain assessment systems, and practical classroom applications. Make sure to check out Dr. Walpole’s books with Guilford Press! https://www.guilford.com/author/Sharon-Walpole 00:00 Introduction to Differentiation 01:03 Meet Dr. Sharon Walpole 02:15 Defining Differentiation 03:23 Acceleration vs. Remediation 04:45 Pragmatic Approaches to Differentiation 08:03 Challenges with Guided Reading 16:46 The Science of Reading and Differentiation 23:51 The Stairway to Proficiency Model 35:47 Maximizing Instructional Impact 36:03 The Importance of Dosage in Education 36:38 Resources for Differentiated Reading Instruction 37:35 Grouping Students for Effective Learning 40:20 Aligning Small Group and Whole Group Instruction 48:57 Tiered Instruction: Strategies and Misconceptions 56:40 Effective Use of Paraprofessionals 01:01:32 Curriculum and Instructional Materials 01:03:51 Conclusion and Final Thoughts

In this episode of the Teaching Literacy Podcast, host Jake Downs discusses with Dr. Michael Coyne from the University of Connecticut the concept of advanced phonemic awareness and its implications for early reading proficiency. Dr. Coyne shares findings from his recent study that examines the impact of using oral-only advanced phonemic awareness instruction on first graders. They explore the theoretical underpinnings, practical recommendations for teachers, and the overall relevance of these findings to classroom practice. Tune in to understand the nuanced debate around advanced phonemic awareness and its role in effective literacy instruction. 00:00 Introduction to Advanced Phonemic Awareness 01:33 Guest Introduction: Dr. Michael Coyne 02:25 Defining Phonological and Phonemic Awareness 06:29 Research on Phonemic Awareness 10:04 Advanced Phonemic Awareness: Concepts and Tasks 12:17 Theoretical Underpinnings and Critiques 20:21 Study Overview: Curriculum and Implementation 26:55 Study Design and Measures 29:44 Evaluating Phonemic Awareness Instruction 30:46 Study Results: Phonemic Awareness Outcomes 32:54 Near Transfer Outcomes: Word Reading and Fluency 34:53 Exploring Differential Benefits 37:39 Recommendations for Phonemic Awareness Instruction 42:17 Balancing Oral and Integrated Phonemic Awareness Activities 50:15 Optimism in Literacy Research and Instruction 52:29 Jake’s Take on Teaching Phonemic Awareness Reference: Coyne, M. D., McCoach, D. B., Santoro, L. E., Gentile, M., Rodrigues, C., & Kastner, P. (2025). The Effects of Advanced Phonemic Awareness Instruction in First Grade. The Elementary School Journal, 000–000. https://doi.org/10.1086/737952

How can we best apply the Science of Reading to support multilingual learners? This episode tackles that critical question with Dr. Steven Amendum from the University of Delaware. We explore how evidence-based literacy instruction must leverage a student’s first language as a key asset, not a barrier. Dr. Amendum breaks down practical teaching strategies to boost decoding and reading comprehension for bilingual and multilingual students in diverse classrooms. You’ll also learn how to build effective collaboration between classroom teachers and language specialists and hear about the research-demonstrated impact of the Bella professional learning program. If you’re looking for actionable, research-driven approaches to support your English learners, this episode is a must-listen. 00:00 – Introduction and overview of the episode 02:07 – Current support and challenges for multilingual learners in schools 04:29 – State vs. federal roles and legislation for multilingual learners 06:49 – Key research: Importance of first language (L1) in English reading development 09:21 – Cross-linguistic transfer and leveraging home language as an asset 11:09 – Oral language, vocabulary, and comprehension strategies in L1 and L2 13:44 – Practical strategies for teachers: supporting students without knowing their L1 17:30 – Previewing text language and other evidence-based practices 21:28 – Benefits of these strategies for all students 23:00 – Decoding, fluency, and phonological awareness across languages 25:54 – Instructional strategies: Blend as you go & Say it, move it 34:29 – Peer support and collaborative learning 36:10 – Effective teacher collaboration and professional learning 41:00 – Evidence of impact: Bella program and student outcomes 44:35 – Final thoughts and optimism for literacy research 46:18 – Jake’s Take Reference: Kittle, J. M., Amendum, S. J., & Budde, C. M. (2024). What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews. Educational Psychology Review, 36(4), 108. https://doi.org/10.1007/s10648-024-09942-6

In episode 69 of the Teaching Literacy Podcast, host Jake Downs speaks with Dr. Kay Wijekumar, Houston Endowed Chair in the Department of Teaching and Learning and Culture at Texas A&M University. They discuss the importance of teaching students to generate rather than find the main idea in texts, detailing Dr. Wijekumar’s evidence-based KAT framework (Knowledge Acquisition and Transformation). The episode delves into how the main idea is foundational for reading comprehension and explores practical strategies for teachers, touching on the inefficacies of current curricular practices. Dr. Wijekumar highlights her website, literacy.io, which offers resources and professional development for educators. The conversation also includes a discussion on the critical role of text structures, and how principals and coaches can support teachers in implementing these strategies effectively. 00:00 Show Opening 02:23 Literacy as a Civil Right 04:47 Literacy.io: A Resource for Teachers 08:48 Challenges in Identifying the Main Idea 12:10 Generating vs. Finding the Main Idea 15:49 Knowledge Acquisition and Transformation (KAT) Framework 25:11 Text Structure and Main Idea 34:15 Cause, Problem, Solution Text Structure 35:59 Identifying Causes and Solutions in Education 38:59 The KAT Framework: Knowledge, Acquisition, and Transformation 40:31 Implementing the KAT Framework in Classrooms 41:37 Scaffolding and Sentence Stems for Effective Learning 49:03 Inference Questions and Background Knowledge 01:00:59 Teachers and Coaches: Improving Main Idea Identification 01:07:55 Conclusion and Optimism for Literacy Instruction 01:10:40 Jake’s Take: What Matters Most? References Hudson, A. K., Owens, J., Moore, K. A., Lambright, K., & Wijekumar, K. (2021). “What’s the Main Idea?”: Using Text Structure to Build Comprehension. The Reading Teacher, 75(1), 113–118. https://doi.org/10.1002/trtr.2016 Rice, M., & Wijekumar, K. (2024). Inference skills for reading: A meta-analysis of instructional practices. Journal of Educational Psychology, 116(4), 569–589. https://doi.org/10.1037/edu0000855 Rice, M., Wijekumar, K. (Kay), Lambright, K., & Stack, A. (2024). Promoting Inference Generation: Using Questioning and Strategy Instruction to Support Upper Elementary Students. The Reading Teacher, 78(2), 121–130. https://doi.org/10.1002/trtr.2353 Wijekumar, K., Beerwinkle, A., McKeown, D., Zhang, S., & Joshi, R. M. (2020). The “GIST” of the reading comprehension problem in grades 4 and 5. Dyslexia, 26(3), 323–340. https://doi.org/10.1002/dys.1647 Wijekumar, K., Hudson, A., Lambright, K., Owens, J. K., Binks-Cantrell, E., Beerwinkle, A., & Stack, A. (2023). Knowledge acquisition and transformation (KAT) using text structures. The Reading League Journal.

Dr. Adrea Truckenmiller and Dr. Eunsoo Cho discuss building a strategic assessment system in literacy education. They cover how to use data to inform reading instruction, the difference between screeners, diagnostics, curriculum based measures, and computer adaptive tests, and the importance of reliability in assessments. Common pitfalls like over-testing and teaching to the test are addressed, along with practical advice for setting up a coherent and actionable assessment framework in schools. Show Documents: Michigan Department of Education (2020). Early literacy assessment systems that support learning. Lansing, MI: Authors. J., Cho, E., Bourgeois, S., & Friedman, E. (2024). Uses and Misuses of Commercial Reading Assessment: An Applied Framework for Decision Making in Grades K through 6. The Reading Teacher, 77 (5), 609–623. https://doi.org/10.1002/trtr.2274 Truckenmiller, A., Coyne, M., Valentine, K., & Moura, P. (2025). Independent Researcher Review of Commercial Reading Screening Assessment Suites May 2025. https://doi.org/10.35542/osf.io/vrn3g_v1 00:00 Introduction and Welcome 02:36 The Importance of a Strategic Assessment System 05:25 Different Stakeholders, Different Data Needs 09:50 Assessment of Learning vs. Assessment for Learning 13:31 The Myth of the One Perfect Assessment 17:18 Understanding Screener, Diagnostic, and Progress Monitoring Assessments 28:26 CBM vs. CAT: Formats of Assessment 34:42 Accuracy in Assessment: Sensitivity and Specificity 38:05 Balancing Sensitivity and Specificity in Assessments 39:22 Importance of Reliable Assessments 40:40 Challenges of Over and Under Identification 45:12 Informal Reading Inventories: Pros and Cons 46:14 Modern Assessments and Their Advantages 54:48 Common Pitfalls in Data Usage 57:15 Over Testing and Its Implications 01:00:35 Teaching to the Test: A Critical Look 01:06:24 Building a Coherent Assessment System 01:13:55 Optimism for the Future of Literacy Research

Guest host Dr. Kristin Conradi Smith interviews Dr. Jake Downs about the ‘secret soup’ of highly effective K-2 teacher teams. Link to Jake’s Study: https://www.mdpi.com/2227-7102/15/2/259 Downs, J., Martz, K., & Mohr, K. (2025). Exploring the Instructional Effectiveness of High-Growth K-2 Teacher Teams in Foundational Reading. Education Sciences, 15 (2), https://doi.org/10.3390/educsci15020259 Link to ULEAD Report: https://schools.utah.gov/ulead/uleadfiles/reports/ipr/Instructional%20Clarity%20Early%20Lit%20IPR.pdf Please write a short impact statement for Jake’s USU review packet (and thank you!): https://forms.gle/QcUs8ciMcAy2yG6L6 Episode Outline & Show Notes 00:00 — Host Introduction & Listener Call-to-Action Jake asks listeners for impact statements to support his third-year review. 01:23 — Guest Host Introduction Kristin Conradi Smith introduces herself and the episode’s focus on effective K-2 teacher teams. 01:44 — Introducing Jake & Study Overview Kristin introduces Jake as the guest, outlines his research on high-growth teacher teams. 02:20 — Defining Teacher Effectiveness Jake discusses different ways to define “effectiveness” and the study’s focus on student growth. 04:07 — Why Study Teams? Jake explains the importance of studying effective teams, not just individual teachers. 06:32 — District Background Jake describes the “Lincoln School District,” its shift in reading instruction, and its reputation for growth. 09:00 — Study Methods: Quantitative Data Jake explains how teams were identified using ACADIS data and effect sizes. 11:32 — Student Growth Results Jake shares impressive proficiency gains by grade level and discusses effect sizes. 13:43 — Mixed Methods & Qualitative Interviews Transition to focus group interviews with teacher teams and how themes were identified. 16:36 — Theme 1: Collaboration Teams engage in active, data-driven collaborative planning and shared student ownership. 21:23 — Theme 2: Affordances for Instruction Teachers describe autonomy, flexibility, and supportive professional development. 28:59 — Theme 3: Data Practices & Goal Setting Regular data meetings, intentional goal setting at team/class/student levels, and actionable use of data. 41:29 — Theme 4: Teacher Factors Discussion of teacher knowledge, beliefs, and collective efficacy. 44:57 — Key Takeaways & Reflections Jake and Kristin reflect on the “secret soup” of effective teams, the importance of systems, and actionable insights for schools. 53:21 — Assessment & Goal Setting in Practice How effective teams use assessment and goal setting to drive instruction. 57:20 — Teacher Development The value of both top-down and bottom-up professional learning. 1:00:26 — Final Thoughts & Optimism Jake and Kristin discuss optimism for the future of reading research and practice. 1:04:02 — Closing & Kristin’s Take Kristin summarizes the study’s impact and calls for more collaborative, teacher-centered research.

Melissa and Lori invited Jake to discuss Synchronous Paired Oral Reading Techniques (SPORT) — Listen to the episode here! Please write a short impact statement for Jake’s USU review packet (and thank you!): https://forms.gle/QcUs8ciMcAy2yG6L6

Please write a short impact statement for Jake’s USU review packet (and thank you!): https://forms.gle/QcUs8ciMcAy2yG6L6 In this episode, host Jake Downs welcomes guest Dr. Freddy Hebert, a renowned literacy researcher, CEO/Founder of TextProject. The conversation covers topics such as the importance of automaticity, the core vocabulary, reading volume, and shifts in text complexity over the decades. They also dive into how teachers can better support students’ reading proficiency, particularly in early grades, and discuss actionable strategies for educators. The episode concludes with reflections on the current state and future of reading research and instruction. Link to TopicReads at TextProject: https://textproject.org/teachers/free-texts/topicreads-primary/ Link to figures mentioned by Dr. Hiebert: https://drive.google.com/file/d/1m36jgp8Dt055UrdEa73IQAFES7PPemc_/view Figure 1 shows the reading accuracy by percentile in grades 1-8. Figure 2 shows the ratio of rare words from core reading programs 1957-2014. Episode Overview 01:51 Welcome to the Teaching Literacy Podcast 02:28 Introduction to Reading Automaticity 03:36 Defining and Understanding Reading Automaticity 08:10 Core Vocabulary and Its Importance 11:28 Challenges with Rare Words and Proper Names 19:29 Implications for Teaching and Curriculum Design 31:00 Introduction to TextProject.org 31:21 The Importance of Reading Volume 32:19 Engaging Students with Texts 33:15 Statistical Learning and Vocabulary 39:56 Challenges in Reading Programs 46:15 Third Grade Reading Emphasis 48:58 Complexities of English Orthography 54:26 Optimism in Reading Research 56:29 Conclusion and Final Thoughts

Jake interviews Dr. Steve Graham of the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University Please write a short impact statement for Jake’s USU review packet (and thank you!): https://forms.gle/QcUs8ciMcAy2yG6L6

Dr. Phil Capin joins the show to discuss 40 years of reading comprehension instruction. References: Capin, P., Dahl-Leonard, K., Hall, C., Yoon, N. Y., Cho, E., Chatzoglou, E., Reiley, S., Walker, M., Shanahan, E., Andress, T., & Vaughn, S. (2024). Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study. Scientific Studies of Reading, 1–30. https://doi.org/10.1080/10888438.2024.2418582 What Works Clearinghouse Practice Guides Mentioned by Dr. Capin Improving Adolescent Literacy: Effective Classroom and Intervention Practices: Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice Guide (NCEE #2008-4027). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Available at https://ies.ed.gov/ncee/wwc/docs/practiceguide/adlit_pg_082608.pdf Improving Reading Comprehension in Kindergarten Through 3rd Grade: Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Available at https://files.eric.ed.gov/fulltext/ED512029.pdf Foundational Skills to Support Reading for Understanding in Grades K–3: Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Available at https://ies.ed.gov/ncee/wwc/Docs/practiceGuide/wwc_foundationalreading_040717.pdf Providing Reading Interventions for Students in Grades 4–9: Vaughn, S., Gersten, R., Dimino, J., Taylor, M. J., Newman-Gonchar, R., Krowka, S., Kieffer, M. J., McKeown, M., Reed, D., Sanchez, M., St. Martin, K., Wexler, J., Morgan, S., Yañez, A., & Jayanthi, M. (2022). Providing reading interventions for students in grades 4–9 (WWC 2022007). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education.

Jake Downs talks with Dr. Blythe Anderson and Dr. John Strong about effective summer tutoring programs to prevent the summer slide in elementary reading. They discuss strategies such as small-group tutoring, differentiated instruction, and interactive read-alouds, based on multi-year research that shows significant gains in vocabulary, reading fluency, and foundational skills. The episode emphasizes the importance of data-driven decision-making and continuous improvement in summer programs, with implications for school-year instruction. 02:07 Understanding the Summer Slide 02:54 Research on Summer School Programs 07:00 Designing Effective Summer Tutoring Programs 08:46 Training and Implementation of Tutors 12:16 Session Format and Instructional Strategies 18:31 Assessment and Differentiation 27:21 Year Three Results and Findings 42:25 Program Evolution Over the Years 48:48 Big Lessons Learned from Summer School Programs 58:52 Final Thoughts and Optimism for Literacy Research

Host Dr. Jake Downs is joined by Dr. Katherine O’Donnell, an Assistant Professor of Educational Psychology at the University of Utah, to discuss her research on student outcomes in states following the implementation of science of reading legislation. 03:02 Historical Context: Reading First Era 09:37 Mississippi’s Science of Reading Legislation 17:02 Comparative Analysis of State Outcomes 29:08 Impact on Special Education and ELL Students 34:58 Implementation Takes Time 39:48 Why Did the ‘Advanced’ Category on NAEP balloon? 42:56 NAEP SOR Outcomes as ‘Matthew Effects’ 48:26 Jake’s Take Capitalizing on Advantages

Dr. Danielle Colenbrander joins the show to discuss the benefits of morphology instruction with students. Reference: Colenbrander, D., Von Hagen, A., Kohnen, S., Wegener, S., Ko, K., Beyersmann, E., Behzadnia, A., Parrila, R., & Castles, A. (2024). The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis. Educational Psychology Review, 36(4), 119. https://doi.org/10.1007/s10648-024-09953-3

Dr. Cherish Sarmiento joins the show to talk about how fifth and eighth grade students use academic language in their writing. Importantly, we learn that words with seven or more letters may be one way to quickly identify academic words. Reference: Sarmiento, C. M., Truckenmiller, A. J., Cho, E., & Wang, H. (2024). Academic language use in middle school informational writing. British Journal of Educational Psychology, 00, 1–21. https://doi.org/10.1111/bjep.12724

In this episode, Jake is joined by Dr. Blythe Anderson to discuss her research with vocabulary instruction strategies. References: Anderson, B. E. (2024). Vocabulary Talk Moves: Using Language to Promote Word Learning. The Reading Teacher, 77(4), 439–452. https://doi.org/10.1002/trtr.2263 Anderson, B. E., Wright, T. S., & Gotwals, A. W. (2023). Teachers’ Vocabulary Talk in Early-Elementary Science Instruction. Journal of Literacy Research, 55(1), 75–100. https://doi.org/10.1177/1086296X231163117

In this episode, Dr. Marianne Rice joins Jake to discuss the different types of inferences and how teachers can support their students in generating inferences to enhance comprehension. For more information, be sure to check out literacy.io References: Rice, M., Wijekumar, K., Lambright, K., & Bristow, A. (2023). Inferencing in Reading Comprehension: Examining Variations in Definition, Instruction, and Assessment. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-023-09660-y Rice, M., & Wijekumar, K. (2024). Inference skills for reading: A meta-analysis of instructional practices. Journal of Educational Psychology, 116 (4), 569–589. https://doi.org/10.1037/edu0000855 Rice, M., Wijekumar, K., Lambright, K., & Stack, A. (2024). Promoting Inference Generation: Using Questioning and Strategy Instruction to Support Upper Elementary Students. The Reading Teacher, 78 (2), 121–130. https://doi.org/10.1002/trtr.2353

Utah Educators — let’s talk about fluency and comprehension! October 1 – Brigham City October 7 – Salt Lake City October 22 – St. George Make sure to sign up for both sessions Fluency: https://usbe.midaseducation.com/professional-development/courses/course/64621 Comprehension: https://usbe.midaseducation.com/professional-development/courses/course/64623 All sessions are free of charge and 7 relicensure hours will be credited for the full day. A big thanks to the Utah State Board of Education for facilitating these sessions.

In this episode, Drs. Tricia Zucker and Sonia Cabell join Jake to discuss their “Strive-for-Five Conversations” strategy for promoting oral language development through simple, serve and return style conversations in the classroom. References: Strive-for-Five Conversations, by Tricia Zucker & Sonia Cabell Cabell, S. Q., & Zucker, T. A. (2023). Using Strive‐for‐Five Conversations to Strengthen Language Comprehension in Preschool through Grade One. The Reading Teacher. A., Cabell, S. Q., Oh, Y., & Wang, X. (2020). Asking Questions Is Just the First Step: Using Upward and Downward Scaffolds. The Reading Teacher, 74 (3), 275–283. A., Cabell, S. Q., & Pico, D. L. (2021). Going Nuts for Words: Recommendations for Teaching Young Students Academic Vocabulary. The Reading Teacher, 74 (5).