192: Dr. Pete Bowers explains "structured word inquiry," an exciting type of instruction that engages learners of all ages in making sense of our (surprise!) logical spelling system. In this episode, Dr. Bowers shares the research behind morphology, explains why words typically called "irregular" are usually not, and advocates for morphology instruction even with our youngest readers.

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191: This episode begins an exciting series about morphology! Michelle Sullivan, of The Colorful Classroom, defines basic morphology terms and gives practical ways to begin morphology instruction across the grades.

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190: The science of reading tells us what to teach; the science of learning tells us how. Dr. Nathaniel Swain, author of the new book, Harnessing the Science of Learning, debunks common myths about how students learn and helps teachers understand how to improve their craft so all students learn.

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You've heard what NOT to do when it comes to teaching comprehension. But where are the practical ways to promote comprehension in the classroom? Dr. Sharon Vaughn has the answers!

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189: Pryor Rayburn, a teacher and Fellow in Training with the Orton-Gillingham Academy, shares education resources through her website, The Orton Gillingham Mama. In today's episode she explains the principles of Orton-Gillingham, discusses the elements that are not yet supported by research, and shares an effective routine for teaching those tricky function words (the, was, what etc.) that often trip kids up (spoiler alert: it's all about meaning!).

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188: Harriett Janetos, an author and reading specialist, has a gift for sorting through reading research and understanding how to apply it in day-to-day teaching. In this episode we discuss practical insights from her book, From Sounds to Summary.

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187: Increasing teacher knowledge about the science of reading is one important step toward improving literacy outcomes in a school or district. But so much more is required! Pati Montgomery, founder of Schools Cubed, walks us through the six key systems that are essential for improving literacy outcomes.

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186: Jolene Rosploch was a committed balanced literacy teacher. When Schools Cubed arrived to help her school improve literacy outcomes, Jolene was skeptical. Listen to find out what led her to embrace the science of reading.

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