Teaching Literacy Podcast

In this episode, Jake sits down with Dr. Amanda Shimizu to discuss her research paper, A Multimodal Content Analysis of Popular Early Childhood Stories and Read-Alouds on YouTube, co-authored with Dr. Margaret Quinn. Together they analyzed the 50 most popular preschool read-aloud videos on YouTube over a one-year period, examining both video design and instructional quality.Reference: Shimizu, A. Y., & Quinn, M. F. (2026). A multimodal content analysis of popular early childhood stories and read-alouds on YouTube. Journal of Early Childhood Literacy, 14687984261442422. https://doi.org/10.1177/14687984261442422List of 50 analyzed YouTube videos: TitleCreator/ChannelLinkNo, DavidToadstools and Fairydusthttps://www.youtube.com/watch?v=AFcMDiDZbwsThis is My Happy FaceSuper simple storieshttps://www.youtube.com/watch?v=MXMMING5_h4Inside Out 2Art in minuteshttps://www.youtube.com/watch?v=6p4nVK4Ua5kMy No, No, No DayStorytime with ryan & craighttps://www.youtube.com/watch?v=9-gWhnvdgQThe Most Serious FartStory Time at Awnie’s Househttps://www.youtube.com/watch?v=ZoKTjdAJFxoThere Was an Old Lady Who Swallowed a WormMrs. K’s Bookworm adventureshttps://www.youtube.com/watch?v=GmU8RSguPLIDon’t Let the Pigeon Eat ChocolateMommy and Sam Storytime anytimehttps://www.youtube.com/watch?v=zwxUgkMIc74I Am Not AngryReading Rockethttps://youtube.com/watch?v=_QOw52OzJukThe GruffaloReading ishttps://www.youtube.com/watch?v=QhhUE1qe3GASwim SchoolBluey Official Channelhttps://www.youtube.com/watch?v=FtU1CHprtu8Who Pooped on MeStory Time at Awnie’s Househttps://www.youtube.com/watch?v=txSsFiVA0tYIf You Think There’s Nothing To DoLittle Cozy Nookhttps://www.youtube.com/watch?v=taZIYvYOqcUSo Much SlimeKid Time Story Timehttps://www.youtube.com/watch?v=NIkgQFhqIgIEat Your PeasGigi’s Magic Mailbox[link unavailable]Be Respectful and ListenSleeptime Music and storieshttps://www.youtube.com/watch?v=VG3arGjg0HkThe BeachBluey Official Channelhttps://www.youtube.com/watch?v=eKzmUpkTvS0Hey, That’s My MonsterKid Time Story Timehttps://www.youtube.com/watch?v=Tc71w9J86ygGreen Eggs and HamDr. Seusshttps://www.youtube.com/watch?v=x1Kksn76jZkToo Much GlueKid Time Story Timehttps://www.youtube.com/watch?v=5_QF0VGakx8What If You Had Animal Teeth?Miss B LIVE!https://www.youtube.com/watch?v=5_QF0VGakx8How to Give your Cat a BathBri Readshttps://www.youtube.com/watch?v=86bjHWalRlAFood FightStoryTime PlayTimehttps://www.youtube.com/watch?v=HTIVuT_g204The Cat in the HatDr. Seusshttps://www.youtube.com/watch?v=X5Irl_oWD6MCocomelon JJ and Friends Box of BooksHoots & Taleshttps://www.youtube.com/watch?v=MLFUo_l5d0INaughty Tim SprocketToadstool and Fairy Dusthttps://www.youtube.com/watch?v=yCwJcH9h1BQThe Good, The Bad, and The SpookyStoryTime at Awnie’s Househttps://www.youtube.com/watch?v=2JI5HB3Pg9wDinos Love DonutsStoryTime at Awnie’s Househttps://www.youtube.com/watch?v=1TEBa0EiNg8Don’t let the Pigeon Eat Your Ice CreamMommy & sam Storytime Anytimehttps://www.youtube.com/watch?v=4R7PlM4lUvoI Am Martin Luther KingStorytime with Ryan & Craighttps://www.youtube.com/watch?v=Q5WyidVQLL8The Wrong BookToadstools and Fairy Dusthttps://www.youtube.com/watch?v=IfwqZNlFsfkBroken Crayons Still ColorReading Robinsonshttps://www.youtube.com/watch?v=LJNJjMcf6gI&t=5sThe Snail and the WhaleReading ishttps://www.youtube.com/watch?v=wfAsZdCtHOcPete the Cat Screams for Ice CreamPink Thumb Learning Channelhttps://www.youtube.com/watch?v=SdzB3rxiyVEFlat CatKidTimeStoryTimehttps://www.youtube.com/watch?v=V1s-N2b9QgIPete the Cat Falling for Autumn5 Minutes with Uncle Benhttps://www.youtube.com/watch?v=nuHjjHDB1eMLlama Llama Misses MamaReading ishttps://www.youtube.com/watch?v=Kr9j0UjLc0E&t=181sBlue Betsy: Little Blue CowLittle Moonbeamhttps://www.youtube.com/watch?v=em2wnQ8qd0I&t=179sThe Way I FeelReading ishttps://www.youtube.com/watch?v=o1mxBUXZdqY&t=13sThere Was A Cold Lady Who Swallowed Some SnowStoryTime at Awnie’s Househttps://www.youtube.com/watch?v=buGDbGjcP-4There Was an Old Lady Who Swallowed a BatSToryTime at Awnie’s Househttps://www.youtube.com/watch?v=wvMVTjHxiyEThe Very impatient CaterpillarStoryTime at Awnie’s Househttps://www.youtube.com/watch?v=TT-F-dxAUQETootHoots and Taleshttps://www.youtube.com/watch?v=6fAS_TdIi6ETooth5 Minutes with Uncle Ben [link unavailable]This Book is a MistakeToadstools and Fairy Dusthttps://www.youtube.com/watch?v=04I4u-QyGloThe Great Turkey RaceRead Aloud with Mr. Paulhttps://www.youtube.com/watch?v=yjxJ7JRmN-gThe HiccupotamusVookshttps://www.youtube.com/watch?v=EouPRqmomk0The Grouchy LadybugMoving Storieshttps://www.youtube.com/watch?v=-x31rwpCMlMDon’t Trust CatsFat Cat Bookshttps://www.youtube.com/watch?v=7T817NASjDoMy New Friend is So Fun!Storytime Read Aloudshttps://www.youtube.com/watch?v=-LLsAsXHYZw&t=15sMs. SBriReadshttps://www.youtube.com/shorts/IXlbD0Jbs-U Discussion Overview3:37 — YouTube stats & young children’s screen time5:28 — Promises & perils of YouTube as an educational platform7:01 — The 50 most popular channels & creator types11:04 — What makes a high-quality read-aloud?13:22 — Video design features (music, animations, props)17:35 — The “disembodied reader” problem23:02 — Instructional features: before, during & after reading28:40 — The 2×2 matrix: production vs. instructional quality38:10 — Recommendations for YouTube creators40:58 — Follow-up research coming43:51 — Jake’s Take

This is a rebroadcast of Episode 245 from the Melissa and Lori Love Literacy Podcast – you can check out that episode here: https://podcasts.apple.com/ca/podcast/read-like-us-building-fluency-through-repeated-reading/id1463219123?i=1000748503901Make sure to check out the Literacy.io training on the Kat Framework for Comprehension this June!-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 Notes2:30 – 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 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 Awareness01:33 Guest Introduction: Dr. Michael Coyne02:25 Defining Phonological and Phonemic Awareness06:29 Research on Phonemic Awareness10:04 Advanced Phonemic Awareness: Concepts and Tasks12:17 Theoretical Underpinnings and Critiques20:21 Study Overview: Curriculum and Implementation26:55 Study Design and Measures29:44 Evaluating Phonemic Awareness Instruction30:46 Study Results: Phonemic Awareness Outcomes32:54 Near Transfer Outcomes: Word Reading and Fluency34:53 Exploring Differential Benefits37:39 Recommendations for Phonemic Awareness Instruction42:17 Balancing Oral and Integrated Phonemic Awareness Activities50:15 Optimism in Literacy Research and Instruction52:29 Jake’s Take on Teaching Phonemic AwarenessReference: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

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 Opening02:23 Literacy as a Civil Right04:47 Literacy.io: A Resource for Teachers08:48 Challenges in Identifying the Main Idea12:10 Generating vs. Finding the Main Idea15:49 Knowledge Acquisition and Transformation (KAT) Framework25:11 Text Structure and Main Idea34:15 Cause, Problem, Solution Text Structure35:59 Identifying Causes and Solutions in Education38:59 The KAT Framework: Knowledge, Acquisition, and Transformation40:31 Implementing the KAT Framework in Classrooms41:37 Scaffolding and Sentence Stems for Effective Learning49:03 Inference Questions and Background Knowledge01:00:59 Teachers and Coaches: Improving Main Idea Identification01:07:55 Conclusion and Optimism for Literacy Instruction01:10:40 Jake’s Take: What Matters Most? ReferencesHudson, 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.2016Rice, 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/edu0000855Rice, 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.2353Wijekumar, 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.1647Wijekumar, 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.

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-ActionJake asks listeners for impact statements to support his third-year review. 01:23 — Guest Host IntroductionKristin Conradi Smith introduces herself and the episode’s focus on effective K-2 teacher teams. 01:44 — Introducing Jake & Study OverviewKristin introduces Jake as the guest, outlines his research on high-growth teacher teams. 02:20 — Defining Teacher EffectivenessJake 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 BackgroundJake describes the “Lincoln School District,” its shift in reading instruction, and its reputation for growth. 09:00 — Study Methods: Quantitative DataJake explains how teams were identified using ACADIS data and effect sizes. 11:32 — Student Growth ResultsJake shares impressive proficiency gains by grade level and discusses effect sizes. 13:43 — Mixed Methods & Qualitative InterviewsTransition to focus group interviews with teacher teams and how themes were identified. 16:36 — Theme 1: CollaborationTeams engage in active, data-driven collaborative planning and shared student ownership. 21:23 — Theme 2: Affordances for InstructionTeachers describe autonomy, flexibility, and supportive professional development. 28:59 — Theme 3: Data Practices & Goal SettingRegular data meetings, intentional goal setting at team/class/student levels, and actionable use of data. 41:29 — Theme 4: Teacher FactorsDiscussion of teacher knowledge, beliefs, and collective efficacy. 44:57 — Key Takeaways & ReflectionsJake 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 PracticeHow effective teams use assessment and goal setting to drive instruction. 57:20 — Teacher DevelopmentThe value of both top-down and bottom-up professional learning. 1:00:26 — Final Thoughts & OptimismJake and Kristin discuss optimism for the future of reading research and practice. 1:04:02 — Closing & Kristin’s TakeKristin summarizes the study’s impact and calls for more collaborative, teacher-centered research.

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 Overview01:51 Welcome to the Teaching Literacy Podcast02:28 Introduction to Reading Automaticity03:36 Defining and Understanding Reading Automaticity08:10 Core Vocabulary and Its Importance11:28 Challenges with Rare Words and Proper Names19:29 Implications for Teaching and Curriculum Design31:00 Introduction to TextProject.org31:21 The Importance of Reading Volume32:19 Engaging Students with Texts33:15 Statistical Learning and Vocabulary39:56 Challenges in Reading Programs46:15 Third Grade Reading Emphasis48:58 Complexities of English Orthography54:26 Optimism in Reading Research56:29 Conclusion and Final Thoughts

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. Available at https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf

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 Era09:37 Mississippi’s Science of Reading Legislation17:02 Comparative Analysis of State Outcomes29:08 Impact on Special Education and ELL Students34:58 Implementation Takes Time39:48 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. 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, 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

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. https://doi.org/10.1002/trtr.2266 ‌Zucker, T. 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. https://doi.org/10.1002/trtr.1943 ‌Zucker, T. A., Cabell, S. Q., & Pico, D. L. (2021). Going Nuts for Words: Recommendations for Teaching Young Students Academic Vocabulary. The Reading Teacher, 74(5). https://doi.org/10.1002/trtr.1967 ‌

Melissa Loftus and Lori Sappington join us on the show to discuss their recent book entitled “The Literacy 50: Real-World Answers to Questions About Reading That Keep You Up at Night” available through Scholastic. In this episode we discuss Melissa and Lori’s experiences in the classroom, what led them to start a podcast, and what they’ve learned in over 200 episodes of the Melissa and Lori Love Literacy Podcast. So many great thoughts in this episode that you won’t want to miss! After you are done listening make sure to check out the Melissa and Lori Love Literacy podcast and their book “The Literacy 50.”

My guest today is here to talk to use about reading profiles and how to use them in your classroom. Her name is Dr. Louise Spear-Swerling and she is a Professor Emerita in the Department of Special Education at the Southern Connecticut State University. In this episode we talk about her recent book The Structured Literacy Planner published by Guildford Press.