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S9 E4: Comprehension is not a skill, with Hugh Catts, Ph.D.

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Treść dostarczona przez Amplify Education. Cała zawartość podcastów, w tym odcinki, grafika i opisy podcastów, jest przesyłana i udostępniana bezpośrednio przez Amplify Education lub jego partnera na platformie podcastów. Jeśli uważasz, że ktoś wykorzystuje Twoje dzieło chronione prawem autorskim bez Twojej zgody, możesz postępować zgodnie z procedurą opisaną tutaj https://pl.player.fm/legal.

In this episode Susan Lambert is joined by Hugh Catts, Ph.D., professor at Florida State University, to break down what comprehension is and bust some myths around what it isn’t. With a family history of dyslexia, he has a personal connection to the topic that led him into research in language sciences and language disorders. He discusses how his findings moved him away from viewing comprehension as simply a “component of reading” but rather something entirely separate—a condition created over time, defined by purpose, and influenced by prior knowledge. Together, Susan and Hugh address many comprehension-related contexts, such as the simple view of reading, the five pillars of reading, and comprehension’s relationship to knowledge building. Hugh also gives listeners practical advice for helping students suss out their comprehension before reading, and he clarifies why understanding the standard of coherence is important.
Show notes:

Quotes:
“If I was going to define comprehension, it's not a single thing. I mean, that's the problem. We want it to be a single thing, but it depends upon what you're reading and why you're reading it.” –Hugh Catts, Ph.D.
“What comprehension is is the interaction of what you bring into that reading situation and what you already know about it and your motivation and purpose to comprehend it.” –Hugh Catts, Ph.D.

“There's just not enough mental reserve to be able to build that meaning that quickly. So it helps tremendously that you have some knowledge about it beforehand. That knowledge gives you a place to put information. So when you read about something, it gives you storage for the information. It's kind of like a cubby hole that you put the mail in, in an office.” ––Hugh Catts, Ph.D.

Episode timestamps*
02:00 Introduction: Who is Hugh Catts?
03:00 Personal Connection to Dyslexia
07:00 Rethinking comprehension as a component of reading
11:00 Vocabulary and comprehension
15:00 Comprehension as a condition you create
16:00 Language comprehension and the simple view of reading
19:00 Differences in types of comprehension
26:00 What comprehension is and isn’t
32:00 Thinking deeply
39:00 Background knowledge and comprehension
42:00 Automatic inferencing
50:00 Final thoughts
*Timestamps are approximate, rounded to nearest minute

  continue reading

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Treść dostarczona przez Amplify Education. Cała zawartość podcastów, w tym odcinki, grafika i opisy podcastów, jest przesyłana i udostępniana bezpośrednio przez Amplify Education lub jego partnera na platformie podcastów. Jeśli uważasz, że ktoś wykorzystuje Twoje dzieło chronione prawem autorskim bez Twojej zgody, możesz postępować zgodnie z procedurą opisaną tutaj https://pl.player.fm/legal.

In this episode Susan Lambert is joined by Hugh Catts, Ph.D., professor at Florida State University, to break down what comprehension is and bust some myths around what it isn’t. With a family history of dyslexia, he has a personal connection to the topic that led him into research in language sciences and language disorders. He discusses how his findings moved him away from viewing comprehension as simply a “component of reading” but rather something entirely separate—a condition created over time, defined by purpose, and influenced by prior knowledge. Together, Susan and Hugh address many comprehension-related contexts, such as the simple view of reading, the five pillars of reading, and comprehension’s relationship to knowledge building. Hugh also gives listeners practical advice for helping students suss out their comprehension before reading, and he clarifies why understanding the standard of coherence is important.
Show notes:

Quotes:
“If I was going to define comprehension, it's not a single thing. I mean, that's the problem. We want it to be a single thing, but it depends upon what you're reading and why you're reading it.” –Hugh Catts, Ph.D.
“What comprehension is is the interaction of what you bring into that reading situation and what you already know about it and your motivation and purpose to comprehend it.” –Hugh Catts, Ph.D.

“There's just not enough mental reserve to be able to build that meaning that quickly. So it helps tremendously that you have some knowledge about it beforehand. That knowledge gives you a place to put information. So when you read about something, it gives you storage for the information. It's kind of like a cubby hole that you put the mail in, in an office.” ––Hugh Catts, Ph.D.

Episode timestamps*
02:00 Introduction: Who is Hugh Catts?
03:00 Personal Connection to Dyslexia
07:00 Rethinking comprehension as a component of reading
11:00 Vocabulary and comprehension
15:00 Comprehension as a condition you create
16:00 Language comprehension and the simple view of reading
19:00 Differences in types of comprehension
26:00 What comprehension is and isn’t
32:00 Thinking deeply
39:00 Background knowledge and comprehension
42:00 Automatic inferencing
50:00 Final thoughts
*Timestamps are approximate, rounded to nearest minute

  continue reading

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In the Season 9 premiere of Science of Reading: The Podcast, Susan Lambert speaks with Ray James, Head of School at The Ansley School, about the transformative impact of literacy instruction. The Ansley School, which serves children experiencing homelessness, has made evidence-based literacy instruction a key piece of its efforts to foster profound educational and community change. Ray shares his journey and explores how a focus on literacy provides benefits that extend beyond the classroom to the broader community. This episode underscores the importance of foundational literacy skills and sets the stage for a new season dedicated to a literacy reboot. Show notes: Submit your literacy questions for a chance to win! The Ansley School Instagram): @theansleyschool Ray’s Instagram: @the_rayvolution Website: https://theansleyschool.org/ Quotes: "If you don't get reading right in an elementary school, every piece of the school suffers." —Ray James "We’re not just doing school, but educating people. I think a lot of people do school, we’re trying to educate our community holistically."—Ray James "Education isn't just about academics, it's about creating a safe place and providing holistic, evidence-based literacy instruction that catalyzes real change."—Ray James Episode timestamps* 01:00 Season nine: Reading reboot 02:00 Introduction: Who is Ray James? 04:00 Ray James' journey from politics to education 06:00 The Boyce L. Ansley School community 10:00 Support structures for families 13:00 Transforming literacy at The Ansley School 20:00 Impact of literacy initiatives 29:00 Future goals and vision for The Ansley School 40:00 Season nine: Looking ahead *Timestamps are approximate, rounded to nearest minute…
 
In this Science of Reading: The Podcast episode, Susan Lambert speaks with Rebecca Tolson and Lisa Lenhart about their roles at the University of Akron's newly established Center for Structured Literacy. They discuss their personal journeys in literacy education, the large grant received from the Ohio Department of Higher Education, and how the Center aims to prepare pre-service teachers using the Science of Reading and structured literacy. Rebecca and Lisa elaborate on the faculty’s training program, curriculum updates, and the potential community impact. The conversation also touches on the emotional and professional challenges in shifting to evidence-based practices, the history of literacy legislation in Ohio, and the Center's long-term goals—including IDA accreditation and expanding their impact on both pre-service and in-service educators. Show Notes The Reading League: What is the Science of Reading? E-books from the Center for Dyslexia at Middle Tennessee State University Ohio’s Dyslexia Guidebook Read Ohio Website International Dyslexia Foundation: Knowledge and Practice Standards for Teachers of Reading Quotes “We're also making sure that our students are prepared in structured literacy, not just to one program, so they're able to understand the structure and adopt it to any program any district is using.” —Lisa Lenhart “The Center for Structured Literacy is about empowering teachers at the onset—bachelor's degree. If districts have to retrain them after they graduate, then we're not doing something right.” —Rebecca Tolson ‘The more I learn, the better I'm at my craft and my teaching for my students.” —Rebecca Tolson “It takes the right person leading you and it takes hard conversations of what we believe.” —Lisa Lenhart Timestamps* 02:00 Introduction: Who is Rebecca Tolson? 04:00 Introduction: Who is Lisa Lenhart? 05:00 Overview: University of Akron Center for Structured Literacy 11:00 Overhauling an undergraduate program 15:00 Origin Story: Center for Structured Literacy 20:00 A Passion for the Science of Reading 23:00 Intersecting goals: Center for Structured Literacy and the state of Ohio 27:00 The importance of training teachers well the first time 33:00 Training teachers to encounter schools with a variety of approaches to literacy 36:00 Long-term goals for the center 39:00 How to get more educators prepared to teach with evidence-based practices 41:00 The importance of having hard conversations *Timestamps are approximate, rounded to nearest minute…
 
Check out Amplify’s new podcast, Beyond My Years— host and educator Ana Torres seeks out educational insights and hard-won lessons directly from people who have thrived for decades in the classroom: seasoned educators. On this premiere episode, Ana soaks up wisdom from Joyce Abbott, an educator so passionate about her students that she inspired one of them to go on and write the hit show “Abbott Elementary.” Joyce tells all about her experiences working in a Title 1 school and what it means to know the community of Philadelphia. They also discuss how Joyce’s time serving in the military informed her work as an educator, how she transformed a challenging classroom during her first year, how it has felt to witness the success of “Abbott Elementary,” and her driving force: passion. At the end, Ana is joined by Classroom Insider Eric Cross to discuss some actionable teaching tips for bringing Joyce's lessons into your classroom. Show notes: Subscribe to Beyond My Years on Apple Follow Beyond My Years on Spotify Website: Beyond My Years…
 
In this episode, Jamie Clark and Susan Lambert delve into Jamie's new educational resource called: one-pagers, designed to distill complex educational literacy research into accessible, practical one-page summaries for teachers. Jamie, originally from the United Kingdom and now based in Australia, also shares his one-pager journey from ideation, to creating these resources, to witnessing their impact in the classroom. Aside from discussing his methodology, Jamie also highlights the iterative process of refining his work and collaborating with key figures in the educational field, and the importance of contextual application of these strategies in different educational settings. Jamie also gives an in-depth explanation of his Think-Pair-Share one-pager, highlights how important it is for teachers to continue learning, and ends with advice for anyone looking to make research more accessible. Show Notes X: https://x.com/XpatEducator Instagram: https://www.instagram.com/xpateducator/ LinkedIn: https://www.linkedin.com/in/jamieleeclark85/ Website: https://www.jamieleeclark.com Book: Teaching One-Pagers: Evidence-informed Summaries for Busy Educational Professionals Website: JamieLeeClark.com Book: Teaching WalkThrus: Visual Step-by-Step Guides to Essential Teaching Techniques Quotes “In order to help our students learn effectively, teachers need to know how they learn and sometimes why they do not learn.” —Jamie Clark “Think-pair-share is important because it makes students feel safe before they share with the class.” —Jamie Clark “The main thing as a teacher for me is that you always need to learn and that you never stop learning.” —Jamie Clark “The best research is the stuff that you can glean information from and then do something with that's actionable and practical.” —Jamie Clark Episode Timestamps* 02:00 Introduction: Who is Jamie Clark? 05:00 The Birth of One Pagers: Inspiration and Early Days 08:00 Going Viral: The Impact of One Pagers 10:00 Feedback and Collaboration on One Pagers 11:00 Designing for Educators: The Journey to a Book 19:00 Designing Effective One Pagers 21:00 Exploring the Think-Pair-Share Strategy 24:00 Implementing Think-Pair-Share in the Classroom 26:00 Application Across Subjects and Levels 29:00 Challenges and Insights in Creating One-Pagers 35:00 Advice for Teachers and Educators 39:00 Final Thoughts and Future Directions *Timestamps are approximate, rounded to nearest minute…
 
In this episode, Susan Lambert talks with Kelly Butler and Margaret Goldberg about their experiences and insights into improving reading instruction, particularly in Mississippi and California. Kelly discusses her work with the Barksdale Reading Institute, its impact on reading education, and the importance of coaching and structured literacy. Margaret shares her experiences as a coach in California, the challenges of teacher training, and the importance of having a clear and effective literacy plan that includes acquiring high quality data and using it to inform all your strategies. Both guests emphasize the need for systemic change and the role of community involvement in educational success. Show Notes Follow: Kelly Butler’s Linkedin: linkedin.com/in/kelly-butler-5b92b31b Follow: Kelly Butler’s Twitter/X: @KellyButler8 Follow: Margaret Goldberg’s Twitter/X and Facebook: @right2readproj Follow: Margaret Goldberg’s LinkedIn: https://www.linkedin.com/in/margaret-goldberg-247613117/ Listen: S2 E5: The Right to Read Project on nurturing automatic readers, with Margaret Goldberg and Alanna Mednick Listen: S6 E1: The other side of Scarborough’s Rope, with Margaret Goldberg Listen: Emily Hanford “Sold a Story” series Look: Textbook sSpreadsheet from the Center for Reading Science at Mount Saint Joseph University Watch: Reading Universe: How Children Learn to Read, with Margaret Goldberg Quotes “The laws are telling us that time's up. We need to get this job done. The good news is we know how to do it. We just need to get it done everywhere.” —Kelly Butler “My role is more to help people make sense of information that is much more widely available, and help them understand how it applies to the work that we're doing. Whereas before, I felt like I was trying to alert people to the existence of research that had been kept out of reach.” —Margaret Goldberg Episode Timestamps* 03:00 Introduction: Who are Kelly Butler and Margaret Goldberg? 11:00 Challenges in Teacher Preparation 19:00 Effective Coaching Models 28:00 Margaret's Journey into Coaching 29:00 Collaborative Learning and Best Practices 30:00 Challenges and Solutions in Coaching 35:00 The Impact of Legislation on Coaching 36:00 Reflections on Coaching and Curriculum 48:00 Future Visions and Final Thoughts *Timestamps are approximate, rounded to nearest minute…
 
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