What would it take to narrow the knowledge gap between high-achieving and struggling students when it comes to reading and writing?  Education writer Natalie Wexler joins Host Dr. Liz Brooke in Season 2, Episode 8. Wexler is author of “The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How to Fix It.” Her writing focuses on content-centric education and charts possible routes to achieving educational and social equity.  Gain a critical understanding of how content-focused instruction improves student success. Wexler and Brooke break down the findings behind several in-classroom studies that have changed how certain curriculums approach instruction while providing actionable tips for ensuring every student has an equal opportunity to excel. Explore the impact of content knowledge, including:  How teachers can assess if they are narrowing the knowledge gapWhy the science of reading is not just “more phonics”How to combine reading comprehension and foundational skills to improve literacy skills Why standardized reading comprehension tests are flawed Listen to Episode 8 of All For Literacy® to understand how to narrow the knowledge gap, increase student literacy skills, and set up the classroom for equitable education.

“There's nothing that's going to change student achievement more powerfully than the teacher, but it's very difficult for the teacher to do that job if they don't have support from leadership at the top,” Dena Mortensen, Ed.D. explains in Episode 7 of All For Literacy™.    Mortensen sits down with host Dr. Liz Brooke to discuss a boots-on-the-ground perspective about implementing the science of reading. An elementary reading and language arts supervisor for Waterbury Public Schools in Waterbury, Connecticut, Mortensen offers listeners a detailed look into how the school district is making changes to improve student literacy rates. Mortensen also discusses her involvement with the documentary “Hopeville: How to Win the Reading Wars,” directed and produced by All For Literacy Episode 6 guest Harvey Hubbell V.    Mortensen and Brooke explore how to: Encourage teachers to adopt the use of progress-monitoring dataMake a dedication to evidence front and centerRepurpose balanced literacy and whole language materialsSupport teachers as they learn about the science of readingMake in-classroom coaching accessible to all   Explore the show notes for links to people and resources mentioned in the episode. Subscribe to All For Literacy today and never miss an episode.

“This has been a long, crazy journey of me trying to figure out what the heck is going on with education,” says Emmy Award-winning documentary filmmaker Harvey Hubbell V in Season 2, Episode 6 of All For Literacy™.  Hubbell sits down with host Dr. Liz Brooke for an insightful look into how documentary films affect the educational system and the science of reading movement. His company, Captured Time Productions, has released several education-related documentaries, including “Dislecksia: The Movie” which focuses on the misunderstood subject of dyslexia, and “Hopeville: How to Win the Reading Wars,” which takes a never-before-seen look at the challenging process of learning to read.  Gain an in-depth understanding of how these documentaries fuel the greater literacy conversation, the critical choices made in each film to tell stories in digestible and impactful ways, and where the next need for advocacy is to make the most significant difference in the lives of students.  Tune into All For Literacy today to gain an exclusive look at Hubbell’s films, and subscribe to the podcast to never miss an episode!

What role can social media play in advancing the science of reading movement? Recorded live during Plain Talk About Literacy and Learning 2024 in New Orleans, host Dr. Liz Brooke sits down with literacy influencer Jessica Farmer to discuss how social media provides an effective platform for transferring data-backed practices to educators, administrators, and parents. A former first grade teacher, Farmer shares actionable activities and tips with more than 300,000 followers on her Farmer Loves Phonics accounts on Instagram, TikTok, Twitter, and Facebook.  Farmer shares how to: Spot literacy misinformation on social mediaSupport teachers as they go through rigorous professional learning while also teachingUse evidence-based practices at home with childrenMake quick changes today in the classroom and see real resultsUse social media to complement formal professional learning In this special All For Literacy episode, listeners at the live recording had the opportunity to ask Farmer specific questions about the role of certain platforms in literacy education and enjoy memorable audience interactions.  Listen to Episode 5 to understand another side of the science of reading movement. And don’t forget to subscribe to All For Literacy and never miss an episode.

“I can’t talk about how I understand the research without first going into…the history and the experiences of the communities that I’m looking to serve,” Dr. Gretchen Givens Generett says in Season 2, Episode 4 of All For Literacy. Host Dr. Liz Brooke has a compassionate discussion with Generett about understanding the lived experiences of students and educators and how to provide support so both can thrive.  Generett currently serves as dean, professor, and the Noble J. Dick Endowed Chair of Community Outreach at the School of Education at Duquesne University. Her teaching and research work aim to enhance educators' skills and habits so they can effectively teach diverse populations of students. Gain thoughtful and research-backed insight into how educators can create truly equitable systems, understand education as a human system, and foster meaningful learning and relationships while considering diverse histories and lived experiences. Educational leaders will especially benefit from Generett’s deep look into her co-authored book, Five Practices for Equity-Focused School Leadership.  Strengthen your classrooms with useful tips for navigating challenging moments, especially those often exacerbated by the realities of power, privilege, and different lived experiences.    Episode Breakdown (01:58) – How Generett’s own educational experience influenced her professional career (11:24) – Leading during challenging times (i.e. the pandemic) (16:08) – Seminal studies on leadership in education (25:03) – Five Practices for Equity-Focused School Leadership (26:21) – Education as a human system (27:51) – Building teams with good relationships (31:25) – The importance of stories (38:17) – Supporting leaders in creating equitable systems (43:22) – Flipping deficit-oriented stories to create change (53:42) – How districts are embracing the work that needs to be done   Join our community of listeners and never miss an episode. Subscribe to All For Literacy today!

How intrinsically linked are the skills for reading and writing?  In Season 2, Episode 14 of All For Literacy, Dr. Young-Suk Kim joins host Dr. Liz Brooke for a technically in-depth conversation about the interconnectedness of reading and writing skills.  In tandem with a provided visual aid, Kim and Brooke deeply explore the Direct and Indirect Effects Model of Writing (DIEW). Proposed by Kim after her extensive research into the subject of literacy, the DIEW model breaks down individual components needed to master writing skills which include reading skills often discussed on All For Literacy.  After listening, educators and administrators will understand how to:  Shape instruction planning around foundational skills Optimize student success by integrating reading and writing instructionImplement differentiated instruction by using screeners and assessments  Kim’s evidence-backed model provides actionable guidance for listeners who want to strengthen reading and writing instruction to best support their students’ entire academic journey. Tune into Episode 14 of All For Literacy for a masterclass on translating the science behind language and literacy development in daily classroom practices.

“You could have the best curriculum, but without teachers understanding what you're asking of them or why they need to shift their practice, there will always be…distrust in the curriculum,” Rhonda Nelson says in this episode of All For Literacy with host Dr. Liz Brooke.  Rhonda Nelson is the curriculum instruction and assessment coordinator for the Bettendorf Community School District in Bettendorf, Iowa. Having previously served as a classroom teacher and earned a dyslexia certification, Nelson is now a doctoral candidate in reading science at Mount St. Joseph University. Nelson brings a boots-on-the-ground viewpoint to All For Literacy for a discussion about critical topics in education: Concerning data trends from The Nation’s Report CardThe need for teachers of all grades to understand the science of readingHow to best support teachers as they implement evidence-based practicesStrengthening the bidirectional relationship between educators and researchersInspiring teachers of all subjects to include literacy instruction While this episode’s discussion is wide and varied, one common theme emerges—how to best support teachers during adolescent literacy instruction. Tune in for actionable advice derived from a firsthand perspective, and subscribe to All For Literacy to catch new episodes.   Episode Breakdown (01:43) – Nelson’s journey to her current position  (09:20) – Current teacher challenges and concerning NAEP data trends (14:20) – How to best support teachers when implementing evidence-based practices (18:25) – Importance of shared consensus across classrooms, schools, and districts (21:10) – Strengthening the relationship between educators and researchers (26:54) – How Nelson balances educational work with a Master’s program (30:19) – Impact of COVID and the science of reading on upper elementary and middle school (34:42) – Content-area teachers and literacy instruction (44:15) – Hope for the future (53:45) – Best practices for enriching literacy learning for students   About Rhonda Nelson Rhonda Nelson is the curriculum instruction and assessment coordinator for the Bettendorf Community School District in Bettendorf, Iowa. Having previously served as a classroom teacher and earned a dyslexia certification, Nelson is now a doctoral candidate in reading science at Mount St. Joseph University.   Mentioned in this Episode Liz Brooke, X @LizCBrooke Liz Brooke, LinkedIn Rhonda Nelson, LinkedIn  APM Reports — “Hard Words: Why Aren’t Our Kids Being Taught to Read” APM Reports — “Sold A Story: How Teaching Kids to Read Went So Wrong” Bettendorf Community School District The Nation’s Report Card (NAEP Data) All For Literacy, Episode 2 with Kareem Weaver All For Literacy, Episode 10 with Dr. Shayne Piasta Lexia LETRS® Professional Learning Lexia Aspire™ Professional Learning The Reading League International Dyslexia Association®

Are you implementing up-to-date research findings in your school or classroom?  Season 1 of All For Literacy frequently touched on the issue of connecting educators with new and established research and how to best apply evidence-based findings in the classroom. To kick off Season 2, two influential education researchers join host Dr. Liz Brooke for an enlightening discussion about current research and how findings translate into everyday classroom practices.  Tune into this episode to hear from Dr. Sharon Vaughn and Dr. Jeanne Wanzek. Vaughn is the Manuel J. Justiz Endowed Chair in Education and the executive director of The Meadows Center for Preventing Educational Risk at the University of Texas at Austin. Wanzek is a professor and Currey-Ingram Endowed Chair in the department of special education at Peabody College of Vanderbilt University.  The discussion deeply explores the guests’ areas of research on adolescent and upper-grade literacy, improving interventions with additional components, weaving literacy throughout the entire school day, and Tier 1 instruction.  Educators will gain evidence-based strategies to implement day to day to strengthen literacy levels across subjects and grade levels. Join Lexia® for an all-new season of All For Literacy, and subscribe to never miss an episode.    Episode Breakdown (04:06) – Wanzek’s professional journey (06:37) – Vaughn’s professional journey  (12:38) – Wanzek’s and Vaughn’s relationship as mentor and mentee (17:34) – Takeaways from The Nation’s Report Card results (21:07) – How to strengthen interventions through strategic integration (24:28) – How to weave literacy instruction through the whole class schedule (30:06) – The differences in the science of reading across grade levels (35:48) – The importance of customization in literacy instruction (44:00) – Research-based look at Tier 1 instruction (48:34) – Advice for teachers and hope for the future   Dr. Sharon Vaughn Dr. Sharon Vaughn is the Manuel J. Justiz Endowed Chair in Education and the executive director of The Meadows Center for Preventing Educational Risk at the University of Texas at Austin. She’s currently the principal or co-principal investigator on several research grants for the Institution for Education Sciences, National Institute for Child Health and Human Development, and the U.S. Department of Education that explore effective interventions for students with reading difficulties and English Language Learners.    Dr. Jeanne Wanzek Dr. Jeanne Wanzek is a professor and Currey-Ingram Endowed Chair in the department of special education at Peabody College of Vanderbilt University. Her research focuses on effective reading instruction and intervention for students with reading difficulties and disabilities. Before receiving her doctorate, Wanzek worked as a special educator and an elementary teacher.    Mentioned in this Episode Liz Brooke, X @LizCBrooke The Meadows Center for Preventing Educational Risk Department of Special Education at Peabody College of Vanderbilt University The Nation’s Report Card Christy Austin Rachel Donegan

Whether you are a loyal All for Literacy listener or tuning in for the first time, Episode 11 is for you. In this podcast episode, host Dr. Liz Brooke journeys through season one of All For Literacy, recapping insight and common threads discussed with key industry voices.  Liz shares highlights from discussions with Emily Hanford, Kareem Weaver, Dr. Kymyona Burke, Dr. Shayne Piasta, and other valued guests while providing further conclusions and food for thought.  This episode covers the relationship between the pandemic and literacy levels, literacy as a civil right, integrating technology to empower educators, educational policy, multilingualism, differentiated literacy needs, research-based practices, and other related topics.  Catch up on what you missed before next season or to deepen your understanding of what you have learned all year. Tune in to relive the premiere season of All For Literacy and set the stage for 2024!   Episode Breakdown  (01:36) – Emily Hanford and what the pandemic taught us about learning to read (04:39) – Kareem Weaver: Literacy is a civil right (08:46) – Carl Hooker: Informed, empowered and equipped teachers are key (11:14) – Trisha DiFazio and Allison Roeser: Social Emotional Learning is the plate  (14:34) – Dr. Kymyona Burke: Relationships and accountability (17:40) – Dr. Claude Goldenberg: The Reading Wars are damaging for our schools (22:50) – Dr. Tiffany Hogan: Identification, Intervention, and Implementation  (27:25) – Dr. Maryanne Wolf: Neuroscience and Dyslexia (30:12) – Dr. Shayne Piasta: Bringing research to the classroom   About Dr. Liz Brooke  Dr. Liz Brooke is the chief learning officer at Lexia®. She is a lifelong learner dedicated to empowering literacy educators and supporting students. Before joining Lexia, she worked at Rosetta Stone, the Florida Center for Reading Research, and as a speech-language pathologist.    Mentioned in this Episode Find all the episodes mentioned at AllForLiteracy.com Liz Brooke, Twitter @LizCBrooke Emily Hanford, Twitter @ehanford Tiffany Hogan, Twitter @TiffanyPHogan Kareem Weaver, Twitter @KJWinEducation Trisha DiFazio, Twitter @TrishaDifazio Allison Roeser, Twitter @AllisonRoeser Dr. Kymyona Burk, Twitter, @kymyona_burk Dr. Tiffany Hogan, Twitter @tiffanyphogan Dr. Maryanne Wolf, Twitter @MaryanneWolf_ APM Reports — “Sold A Story: How Teaching Kids to Read Went So Wrong” FULCRUM-Oakland Mississippi's Literacy-Based Promotion Act   Join our community of listeners and never miss an episode at  All For Literacy today!

“There’s wisdom and expertise that comes with practice, but we can also [use] science to help us identify practices that have the most promise [of better supporting] all children,” Dr. Shayne Piasta says about translating research into tangible classroom practices during Episode 10 of All For Literacy. Piasta is a professor in the Department of Teaching and Learning at The Ohio State University and a faculty fellow at the Crane Center for Early Childhood Research and Policy. Her research focuses on early and emergent literacy skill development and empirical validation of educational practices.  During this discussion, host Dr. Liz Brooke and Piasta cover the importance of professional development for teachers and connecting research with classroom practices.  Dive into: The barriers preventing the implementation of research in the classroomHow to best support teachers and their developmentThe relationship between a teacher’s understanding of evidence-based curriculum and student achievementImplementation science and how to make it easier for teachers to connect research to practice Join us for Episode 10 of All For Literacy to gain valuable, science-backed insight about translating evidence-based instruction into the classroom and supporting teachers on their learning journeys so all students can thrive.  Join our community of listeners on All For Literacy today!   Episode Breakdown (00:57) - Inspiration behind Piasta’s career (06:26) - Barriers to implementing evidence-based practices (10:18) - Research is always evolving (12:48) - Coaching vs. leadership: How to best support teachers (18:04) - The relationship between evidence-based curriculum and student achievement (24:18) - Importance of oral language skills (33:44) - Implementation science: How to make it easier for teachers to connect research and practice   About our guest: Dr. Shayne Piasta Dr. Shayne Piasta is a professor in the Department of Teaching and Learning at The Ohio State University and a faculty fellow at the Crane Center for Early Childhood Research and Policy. Her research focuses on early and emergent literacy skill development and empirical validation of educational practices. Her specific areas of expertise include young children’s acquisition of alphabet knowledge and the efficacy of professional development and early literacy curricula/interventions.    Mentioned in this Episode Liz Brooke, Twitter @LizCBrooke Florida Center for Reading Research Haskins Lab IES Practice Guides Handbook on the Science of Early Literacy 10 Things Every Literacy Educator Should Know About Research, Nell K. Duke and Nicole M. Martin

“The earlier the intervention, the better the results for that child over time,” says Dr. Maryanne Wolf about dyslexia screenings in Episode 9 of All for Literacy with host Dr. Liz Brooke. The wide-reaching conversation is detailed, rooted in science, and sure to enlighten educators, administrators, and parents about the science of reading. In this episode, exploring the importance of early screenings for dyslexia is just the beginning of the insight-packed conversation with Brooke and Wolf. They also discuss: Wolf’s work connecting the science of reading with balanced literacyUsing neuroscience to understand what the brain is doing at different times and how that allows or impedes developmentThe positive and negative shifts created by the rise of digital mediaWhat parents and educators should consider regarding digital literacy tools Wolf is director of the Center for Dyslexia, Diverse Learners, and Social Justice at the UCLA Graduate School of Education and Information Studies and the author of several books including Proust and the Squid: The Story and Science of the Reading Brain and Reader, Come Home: The Reading Brain in a Digital World.  Listen to Episode 9 of All for Literacy to boost your scientific understanding of literacy and the brain, dyslexia, and digital media.  Join our community of listeners and never miss an episode. Subscribe to All of Literacy today! Episode Breakdown (01:07) - How a love of literature led to a love of literacy (04:40) - Wolf’s first literacy studies (11:43) - Connecting the science of reading with balanced literacy (19:48) - Neuroscience and the reading brain (28:01) - The rise of digital media (33:55) - The positives of digital literacy (42:15) - Importance of early dyslexia screenings (52:05) - Dyslexia and the brain (58:22) - The future of the reading brain

“What we know about [Developmental Language Disorder (DLD)] is it affects about one in 14 children. That's about two children per classroom statistically speaking,” Dr. Tiffany Hogan says in Episode 8 of the All for Literacy Podcast.  Immersed in the needs of readers with speech, language, and literacy disorders, Hogan is director of the Speech and Language (SAiL) Literacy Lab, a professor in the Department of Communication Sciences and Disorders at Mass General Hospital Institute of Health Professions, and host of the SeeHearSpeak podcast. Her studies focus on genetic, neurologic, and behavioral links between oral and written language development.  In this episode, podcast host Dr. Liz Brooke works with Hogan to unravel DLD—a condition characterized by a person having difficulty using or understanding language. You will walk away with an understanding of this complex diagnosis, including hallmark indications, best practices for screenings and interventions, and available resources.  An experienced researcher herself, Hogan also guides listeners through the importance of multidirectional information flow between teachers, administrators, researchers, and practitioners. She and Brooke dissect how implementation science can close the gap between what we know and what we do. Tune in to Episode 8 for an in-depth look at the assessment and implications of Developmental Language Disorder and how to translate research to hands-on district or classroom-level change.   Episode Breakdown (01:23) - Hogan’s start in education (04:37) - Developmental Language Disorder (DLD) history and definition (08:49) - Hallmark indicators of DLD (12:37) - DLD screenings and support (21:51) - Translating evidence-based approaches into the classroom (24:43) - Barriers to language across all grade levels (28:46) - DLD resources (33:31) - Importance of information flow between researchers, practitioners, teachers, and administrators (38:09) - Implementation science (44:38) - Key takeaways from Research Institute for Implementation Science and Education (47:35) - The promising future of the science of reading (53:21) - Listening over problem-solving About Dr. Tiffany Hogan Dr. Tiffany Hogan is director of the Speech and Language (SAiL) Literacy Lab, a professor in the Department of Communication Sciences and Disorders at Mass General Hospital Institute of Health Professions, and host of the SeeHearSpeak podcast. She studies genetic, neurologic, and behavioral links between oral and written language development, focusing on co-morbid speech, language, and literacy disorders.   Visit the All for Literacy website for links to each of the resources mentioned in this episode!

“You want to have a clear set of goals…and they have to be in terms of student outcomes,” Stanford Professor of Education, Emeritus Dr. Claude Goldenberg says in Episode 7 of All for Literacy podcast, where we explore the science of reading with industry leaders.  Goldenberg dives into his early career experiences teaching eighth-grade remedial reading classes in San Antonio, Texas, before going on to earn a Ph.D. from the University of California, Los Angeles, in early childhood education studies. He also authored the pivotal study “Successful School Change: Creating Settings to Improve Teaching and Learning.” Goldenberg’s current research focuses on improving achievement for language minority students, particularly those from Latino backgrounds. Join podcast host Dr. Liz Brooke for the continuation of her discussion with Goldenberg. The pair explores his experience with literacy instruction and how to use student-centered goals to create institutional change. Visit AllforLiteracy.com for all links mentioned in the episode and related resources.

“We need to stop these ridiculous reading wars because they’re really not helping anyone,” Stanford professor of education Dr. Claude Goldenberg says in Episode 6 of our All for Literacy podcast, where we explore the science of reading with industry leaders.    Goldenberg began his career by teaching eighth-grade remedial reading classes in San Antonio, Texas, before going on to earn a Ph.D. from the University of California, Los Angeles, in early childhood education studies. Goldenberg’s current research focuses on improving achievement for language minority students, particularly those from Latino backgrounds.   Join our podcast host Dr. Liz Brooke as she carries out an in-depth, detailed discussion with Goldenberg about finding common ground among the many sides of the reading wars, the polarizing aspect of the science of reading, and how bilingual education fits into the literacy landscape.    Brooke and Goldenberg cover several critical literacy topics educators and administrators need to understand, including:  Real classroom results from implementing science of reading best practicesHow to design and implement a schoolwide improvement planHow to accomplish student-centric educational goals Whether multilingual learners and Emergent Bilinguals benefit from science of reading implementation   This conversation will be available across two episodes—first, discussing a recent white paper and second, examining Goldenberg’s career and the impact of his studies on his understanding of multilingual education. Join our community of listeners and never miss an episode. Subscribe to All of Literacy today!

What happens at the intersection of law and literacy?  In this All for Literacy episode, Dr. Liz Brooke breaks down literacy policy at the state level with Dr. Kymyona Burk, a longtime advocate of establishing the science of reading in schools across her home state of Mississippi and beyond.  Burk currently serves as senior policy fellow for early literacy at ExcelinEd, an organization dedicated to advancing a broad range of student-centered policy solutions nationwide. Previously, Burk served as executive director for the Jackson Public School District’s Office of Teaching and Learning in Mississippi and as the state literacy director at the Mississippi Department of Education. Brooke and Burk dive into how state policy affects classroom-level activities, how to best implement new changes in educational law, and the differences between literacy instruction in early education versus at the middle or high school level. Walk away with the knowledge of how to best empower teachers and educators to implement and adapt to changes in state and countrywide policies on literacy instruction.    Episode Breakdown (00:52) – Kymyona Burk’s journey into education (04:48) – How literacy instruction shifts for middle and high school students (11:13) – Burk’s experience as state literacy director (13:59) – Effective policy implementation (21:27) – The science of reading as a genuine literacy movement (26:28) – Empowering educators to implement new policy (34:34) – Literacy assessment and reporting (41:23) – Policy and older students (43:54) – The future of the science of reading   About Dr. Kymyona Burk  As senior policy fellow for early literacy at ExcelinEd, Kymyona Burk helps states establish comprehensive approaches to K–3 reading policies. Previously, Burk served as executive director for the Jackson Public School District’s Office of Teaching and Learning in Mississippi and as the state literacy director at the Mississippi Department of Education. Bringing classroom experience to policy development, she began her career as an elementary reading teacher and taught middle and high school English.    Mentioned in this Episode: Dr. Kymyona Burk, Twitter, @kymyona_burk Dr. Liz Brooke, Twitter @LizCBrooke ExcelinEd Mississippi's Literacy-Based Promotion Act Florida’s Third-Grade Literacy Law Language Essentials for Teachers of Reading and Spelling (LETRS) “Hard Words: Why Aren’t Our Kids Being Taught to Read,” Emily Hanford, APM Reports “Sold A Story: How Teaching Kids to Read Went So Wrong,” Emily Hanford, APM Reports “Why Some Teacher’s Unions Oppose ‘Science of Reading’ Legislation,” Sarah Schwartz and Madeline Will, Ed Week “Kentucky is stuck in an early literacy crisis: What it can do to change course,” Mandy McLaren, Louisville Courier Journal “After Courier Journal investigation, lawmakers vote to ax contract with literacy center,” Mandy McLaren, Louisville Courier Journal Virginia’s Literacy Act   Join our community of listeners and never miss an episode. Subscribe to All of Literacy today!

Is Social-Emotional Learning (SEL) the latest fad in education or is it a crucial element of the success and well-being of students and educators? We’ve all seen the SEL methods Ted Lasso uses to inspire his soccer players on the hit TV show, but do they really contribute to long-term learning and success? In this episode, host Dr. Liz Brooke speaks with Trisha DiFazio and Allison Roeser about the now-popular idea of SEL and how it fits into the educational environment. DiFazio and Roeser are the authors of Social Emotional Learning Starts with Us, an essential resource that guides teachers through strategies to implement SEL into everyday instruction.  Dive into how the relationships, mindsets, and emotional regulation fueled by SEL contribute to the long-term success and empowerment of students, teachers, and administrators.  DiFazio, Roeser, and Dr. Brooke discuss how to use SEL to guide social media use, cultivate mindsets that lead to success, and encourage students to make the kind of mistakes that fuel growth. They also walk listeners through the neuroscientific research at the heart of social-emotional well-being.  Does social-emotional learning have staying power? Is it as important as people say? Listen in to find out. Episode Breakdown (00:30) - Is social-emotional learning a fad or part of a political agenda? (04:53) - Making time for SEL in the classroom (09:44) - Assessing teachers’ social and emotional well-being (12:24) - Using technology to support SEL (17:53) - Modeling a growth mindset for students (19:35) - Social Media, SEL, and the brain (24:35) - How SEL affects academic performance   About Trisha DiFazio and Allison Roeser  Trisha DiFazio and Allison Roeser are the authors of Social Emotional Learning Starts with Us, an essential resource that guides teachers through strategies to implement Social-Emotional Learning (SEL) into everyday instruction.  DiFazio is a former classroom teacher and adjunct professor of education. Currently, she’s an education consultant, speaker, and award-winning screenwriter. Roeser has more than a decade of experience in leadership coaching and curriculum and program design. She currently works as a leadership and life coach. Mentioned in this Episode Social Emotional Learning Starts with Us by Trisha DiFazio and Allison Roeser Collaborative for Academic, Social, and Emotional Learning (CASEL) Atomic Habits by James Clear Ted Lasso: 12 Lessons on Social and Emotional Learning Trisha DiFazio, Twitter @TrishaDifazio Allison Roeser, Twitter @AllisonRoeser Liz Brooke, Twitter @LizCBrooke   Stay up to date on the literacy conversation Join our community of listeners and never miss an episode. Subscribe to All of Literacy today!

Host Liz Brooke and educational speaker and consultant Carl Hooker walk listeners through the thoughtful integration of technology into classrooms and schools. An educator for 21 years, Hooker’s career has been guided by one core belief—students need to drive their own learning. And he sees technology as the path forward. Are educator jobs being replaced by technology? Or is technology a powerful tool that must be integrated into classroom instruction? This episode provides an insightful look into how literacy tech tools can help students feel confident, assertive, and empowered to drive their own learning. Brooke and Hooker also explore the hot-button issue of artificial intelligence tools like ChatGPT and their place in the classroom. What does conscious, effective implementation of tech tools look like in your school?   Episode Breakdown (03:26) – How technology fuels student independence (05:28) – Gathering and using data to improve classroom instruction (08:30) – Are educator jobs vulnerable to automation? (12:38) – How technology supports professional learning and development for teachers (15:51) – Technology as a classroom orchestration system (18:42) – Technology and the science of reading (23:20) – Artificial Intelligence, ChatGPT, and the classroom (28:51) – Creating safe-to-fail environments for students and teachers   About Carl Hooker  An educator for 21 years, Carl Hooker has had multiple positions in education from first-grade teacher to virtualization coordinator to director of innovation and digital learning. As a speaker and consultant, he offers a wealth of practical tools and ideas that teachers can use to thoughtfully implement technology in their classrooms today.   Mentioned in this Episode Will Robots Take My Job? Website Wings of Fire book series K12 Leaders “Top 5 EdTech trends for 2023” – Kevin Martin, Cambridge Flip “ChatGPT banned from New York City public schools’ devices and networks” – NBC News ChatGPT from OpenAI https://carlhooker.com/ Carl Hooker, Twitter, @mrhooker Carl Hooker, Instagram, @hookertech Liz Brooke, Twitter @LizCBrooke

“We’re trying to get all kids to read and do it as quickly as possible, but as sustainably as possible. So that they have a fighting chance,” Kareem Weaver, co-founder of FULCRUM-Oakland, says in the latest episode of our All for Literacy podcast.  Join host Dr. Liz Brooke and Weaver for a passionate discussion about literacy as a civil right and the importance of literacy as a foundational skill that shapes a child’s future.  Dr. Brooke and Weaver dive right into the crucial issues that arise at the intersection of literacy, race, and opportunity—key topics of conversation for educators and leaders today.  Ready to feel fired up and more prepared to bring long-term solutions to your classrooms, schools, and districts with literacy instruction that works?    Kareem Weaver, Twitter @KJWinEducation Liz Brooke, Twitter @LizCBrooke   Episode Breakdown (6:58) Morgan State becoming IDA certified (12:49) The economics of literacy (14:28) The “Wait to Fail” model of assessment (21:02) This is not political (30:38) The three next steps   About Kareem Weaver Kareem Weaver is co-founder and executive director of FULCRUM which partners with educational institutions to improve reading results for students.  He also serves as the Oakland NAACP’s 2nd vice president and chair of its Education Committee, and his advocacy is featured in the upcoming film, “The Right to Read.”   Mentioned In This Episode: FULCRUM-Oakland The Right to Read film NAACP Education Innovation The Marva Collins Story Podcast Episode—Literacy and Teacher Prep with Dr. Simone Gibson Black and Dyslexic Podcast The Right to Read Commission International Dyslexia Association (IDA) Knowledge and Practice Standards for Teachers of Reading    Never miss an episode Join our community of listeners and never miss an episode. Subscribe to All of Literacy today!

Lexia® Chief Learning Officer Dr. Liz Brooke interviews Emily Hanford, education journalist and host of “Sold A Story,” and Dr. Tiffany Hogan, Ph.D., CCC-SLP, about Hanford’s 2022 groundbreaking podcast series exposing decades’ worth of failed strategies to teach children to read. They discuss the intense national reaction to “Sold A Story,” continued media and community reaction, and a candid view into how to make the science of reading “stick” after decades of research and data.   Episode Breakdown (0:44) — The why behind the Emily Hanford podcast “Sold a Story” (8:19) — The national educator response to “Sold a Story” (12:38) — How kids are held back when schools teach habits of struggling readers (16:15) — Teacher preparation program shortcomings and what needs to change (20:37) — The real components of language comprehension (32:21) — Grade 4-12 teachers response to the literacy conversation (36:52) — The breakdown between data and research and the classroom (44:37) — The next steps to making the science of reading “stick”   About Emily Hanford  Journalist Emily Hanford brought the literacy conversations into American homes with the serial podcasts, “Hard Words: Why Aren’t Our Kids Being Taught to Read?” and “Sold a Story: How Teaching Kids to Read Went So Wrong.”  Hanford is a senior correspondent and producer for APM Reports, the documentary and investigative journalism group at American Public Media, and her work on education has appeared on National Public Radio and in The New York Times, Washington Monthly, Los Angeles Times, PBS NewsHour, and other publications.   Episode Resources The Hechinger Report — “OPINION: A call for rejecting the newest reading wars” Reading Rockets — “Teachers Won’t Embrace Research Until It Embraces Them” by Margaret Goldberg APM Reports — “Hard Words: Why Aren’t Our Kids Being Taught to Read” APM Reports — “Sold A Story: How Teaching Kids to Read Went So Wrong”   Emily Hanford, Twitter @ehanford Tiffany Hogan, Twitter @TiffanyPHogan Liz Brooke, Twitter @LizCBrooke   Curious about the whole season? Our next episode features Kareem Weaver of FULCRUM-Oakland. Join our community of listeners and never miss an episode.  Subscribe to “All for Literacy” today!