Literacy is a human right. Every learner, regardless of the language spoken at home, deserves access to high-quality, evidence-based instruction that is both culturally and linguistically responsive. This is especially critical for the more than 5 million students in the United States whose heritage language is not English.

Join us for this insightful and inspiring discussion with a true literacy hero Margaret Goldberg, co-founder of The Right to Read Project. During this podcast, we’ll talk with Goldberg about the next step in the science of reading movement: Educators moving from research consumers to active research participants. While there’s been progress bringing research awareness to classrooms, we now face a moment where the future of reading science depends on practitioner involvement.

This episode examines how educators have moved from implementing prescribed practices to actively seeking evidence-based approaches, and why this momentum can’t stagnate. With uncertain federal support for education research, we must bridge the “last mile” between research and practice—the phase that matters most to students and teachers.

Drawing from personal experiences, this episode reveals what it means to move from research consumer to research contributor, including the moments that change how educators view and engage with scientific evidence. We’ll discuss research-to-practice partnerships and how thinking like a scientist can change classroom implementation.

Listeners will learn:

• Where the science of reading movement stands today
• Why this isn’t another pendulum swing in education
• The importance of bridging the “last mile” between research and practice
• What it feels like to move from research consumer to active participant
• Practical steps for joining research-to-practice partnerships
• How to approach classroom implementation with a scientific mindset
• Why practitioner involvement is essential for sustaining progress
• Strategies for participating in science

Essential listening for educators, administrators, and literacy advocates ready to help shape the future of reading instruction and ensure research continues to benefit students in classrooms.

The “science of reading” often gets reduced to “phonics,” but there’s a lot of science that relates to reading comprehension as well.

If we look at typical comprehension instruction through the lens of cognitive science, it becomes clear that we’ve unintentionally made reading and writing much harder than they need to be by separating them from each other and from content-area instruction.

But cognitive science also tells us that a content-rich curriculum combined with explicit, manageable writing instruction can provide all the benefits of science-informed instruction and more. If we break down the artificial walls separating reading, writing, and learning, we can enable all students to reach their full potential.

Listeners will learn:

• Why we need to do more than “fix phonics” if we want all students to become fully literate
• How we’ve been making reading and writing harder than they need to be
• Why it’s not possible to apply principles grounded in cognitive science to typical comprehension instruction
• How a content-rich curriculum combined with explicit writing instruction can provide all the benefits of science-informed instruction—and more

Join us for this informative and enlightening podcast as we delve into the complexities and nuances of the Simple View of Reading (SVR). Our distinguished guest, Dr. Wesley Hoover, will explore how SVR remains a foundational cognitive theory that effectively captures the critical relationship between language comprehension and word recognition in determining reading comprehension.

Dr. Hoover will discuss the key elements of the SVR, clarifying its purpose as a cognitive theory rather than a mere description or heuristic. Our conversation will reveal common misconceptions about reading, emphasizing that while it may seem simple, the interplay of its two critical components—word recognition and language comprehension—reveals a much richer complexity. Dr. Hoover will also introduce the Cognitive Foundations Framework (CFF), an extension of the SVR that expands our understanding of the skills and abilities required for achieving effective reading.

Whether you’re a teacher, an administrator, or simply passionate about literacy, this podcast offers a deeper understanding of what it truly means to learn to read, the cognitive capacities involved, and how we can better support learners on their journey.

Listeners will learn:

• An understanding of the SVR and its importance in reading comprehension research
• The complexities and limitations of the SVR, including some unanswered questions about reading skills and development
• The roles of word recognition and language comprehension as the two essential proximal capacities necessary for reading success
• Details about the Cognitive Foundations Framework (CFF) and how it serves to expand the SVR’s insights about reading skills
• Effective strategies and approaches for reading instruction and remediation based on the insights derived from the SVR and CFF
• Practical applications for educators and parents to better support learners and foster reading proficiency

Tune in for this thought-provoking conversation that will challenge assumptions and celebrate the intricacies of reading! Listeners will leave with a richer understanding of the cognitive foundations of reading and how to apply this knowledge in various educational contexts.

Join us for this fascinating discussion with David Kilpatrick, Ph.D., who has spent most of his career studying how we learn to read and the most effective ways to teach literacy. Dr. Kilpatrick explains how, with the right knowledge and tools, teachers can change lives because most word-level reading problems are correctable, and if we start early, preventable.

The discussion will focus on how children learn to read and remember words and why some children struggle. Understanding the nature of word-level reading development and word-level reading problems will guide assessment, instruction, and intervention. Dr. Kilpatrick will emphasize how helping educators establish a knowledge base allows them to implement more effective instructional and intervention practices.

Listeners will learn:

• How students turn unfamiliar words into familiar and instantly accessible written words
• Why some students struggle in remembering written words
• How to help students who struggle in word-level reading
  
  And more!

In this insightful episode, we sit down with Dr. Maria Murray, CEO of The Reading League, to explore the transformative impact of evidence-aligned literacy instruction. Passionate about ensuring all students have access to effective reading education, Dr. Murray shares her journey, discusses the science of reading, and highlights why early intervention is key—especially for students struggling with dyslexia or learning English.

Join us as we uncover:

• The importance of early intervention and how it shapes literacy success
• How The Reading League is helping educators shift to evidence-aligned instruction
• Strategies to support struggling readers, including those with dyslexia
• Practical guidelines and tools for educators looking to improve reading outcomes

This is a must-listen for educators, school leaders, and literacy advocates dedicated to making reading instruction accessible, equitable, and impactful.

Listen now and be part of the conversation on literacy transformation

Join us for this fascinating discussion about literacy, struggling secondary readers, and how to structure the Multi-Tiered System of Supports (MTSS) to give adolescents their best opportunity to catch up to grade level and move toward a successful future.

Our guest, Michelle Elia, a nationally recognized literacy professional development provider and advocate for adolescent literacy, will discuss key components of MTSS at the secondary level and will share ways teachers can plan for successful literacy interventions. With inspiring direction, Elia will discuss challenges and successes from the field following her work in Ohio schools.

Listeners will learn:

• Critical components of MTSS, specifically at the secondary level
• How to leverage assessment data to determine student skill deficits
• The importance of aligning interventions with student needs
• Instructional practices that can be implemented in core instruction across content areas to prevent further reading difficulties and support struggling readers

We hope you’ll join us for this informative and applicable presentation!

Supporting older, novice readers requires more than just phonics or comprehension strategies—it demands a multicomponent intervention approach. Students need structured instruction in vocabulary, syntax, text processing, and writing when working with complex texts. But for this to be effective, intervention must be intentional, well-planned, and fully supported.

During this episode, Dr. Mitchell Brookins, a nationally recognized literacy practitioner, shares insights from a middle school in New Orleans, where a multicomponent intervention transformed how students engaged with rigorous texts. He breaks down why successful intervention isn’t just about what happens in the classroom—it also requires:

✅ A Structured Framework—A clear instructional model that ensures students get explicit, systematic instruction in vocabulary, syntax, text processing, and writing.

✅ Intentional Text Selection—Choosing texts that are both rigorous and accessible, ensuring they build students’ literacy skills while maintaining engagement.

✅ A Strong Coaching System—Teachers need consistent guidance and professional learning to sustain and refine their instructional practices—intervention is too vital for teachers to navigate alone.

If you’re working with older struggling readers, this episode will challenge conventional approaches to intervention and equip you with the tools to help students succeed with complex texts—no matter their starting point.