Melissa & Lori Love Literacy ® | Science of Reading for Teachers

Supported by Great Minds

Melissa & Lori Love Literacy® is a science of reading podcast for teachers who want to understand how reading really works and what that means for classroom instruction.

Each month, Melissa & Lori explore topics in reading instruction by talking with researchers, authors, and classroom teachers who are bringing reading research into their classrooms.

Melissa & Lori are like the teachers next door, now behind the mic. They learn alongside listeners and ask the same questions educators everywhere are asking: What does the research say about reading? What does strong literacy instruction actually look like in real classrooms? Through these conversations, the podcast helps bridge the gap between reading research and day-to-day teaching.

Episodes explore topics including phonemic awareness, phonics, fluency, vocabulary, comprehension, writing, spelling, reading intervention, and other key areas of structured literacy instruction.

Melissa & Lori help teachers think through what reading research can look like in their own classrooms.

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21 episodes
Updated Today

Episodes21

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Today · 56 min
Live from SSSR: What Reading Science Research Says Right Now
In this bonus episode, we're bringing you research right from the Society for the Scientific Study of Reading (SSSR) conference, one of the biggest gatherings of reading researchers in the world. We break down the key takeaways, emerging trends, and standout research that caught our attention, and talk about what it all means for your classroom. If you want to know where the science of reading is headed next, this one's for you. Resources Mentioned Words as Tools (coming soon) Reading Ready + Reading Go How To Plan for Differentiated Instruction (ACCESS Reading) Anderson & Strong (2026) Jake Downs is the host of the Teaching Literacy Podcast (it's a M&L favorite!) Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
July 31 · 49 min
Helping Every Reader Move Past the Decoding Threshold with Rebecca Kockler
Episode 257 Why do so many students appear to thrive in early literacy, only to stall by middle school? In this episode, we talk with Rebecca Kockler to unpack what literacy data from Louisiana revealed about a common but often misunderstood pattern: strong early reading results followed by flat or declining comprehension growth in later grades. At the center of the conversation is the concept of the Decoding Threshold: the point at which students can read words accurately and automatically enough to access grade-level text and grow in comprehension. Rebecca explains: What happens when students never fully cross that threshold Why decoding instruction must continue through middle school How multisyllabic decoding becomes a critical turning point around fourth grade The powerful connection between morphology, vocabulary, and spelling Why fluency is the first true step of application How reader identity influences students’ willingness to grapple with challenging text What effective assessment actually looks like for older readers You’ll walk away with practical strategies to support multisyllabic decoding, vocabulary and spelling development, integrated fluency practice, & tier 1 instruction that adapts to increasing language complexity. If you’ve ever wondered why students who “learned to read” struggle later — this conversation will reshape how you think about literacy instruction in elementary and middle school. Resources Resources for Educators Why "Learn to Read, Read to Learn" Fails Older Readers - And How To Fix It Action Guide for Educators ROAR Standards & Instructional Practices We Never Stop Learning to Read by Chase Young (blog) Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
July 24 · 54 min
Routines for Reading & Spelling Big Words with Faith Howard
Episode 256 Faith Howard shares practical strategies for improving literacy skills in middle and high school students, focusing on decoding multisyllabic words, spelling routines, and fluency practices. This episode offers actionable insights for educators aiming to enhance reading comprehension and word attack skills. Resources Encoding & Decoding with Word Pyramids Blog I Was Doing Fluency Wrong - Until I Made It About Knowledge Blog Teachers Teach Teachers | Science of Reading YouTube Channel Video Read Like Us Podcast Episode with Jake Downs & Chase Young Tight Ten Article Literacy Lab with Faith Facebook Page Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
July 19 · 53 min
[Listen Again] Helping Students Read Multisyllabic Words with Devin Kearns
If you’ve ever wondered how to help your students decode longer words, this episode is for you! We’re joined by literacy researcher and professor Devin Kearns to talk all about teaching multisyllabic words. Many phonics programs focus on single-syllable words, but what happens when students hit big words and get stuck? Devin unpacks the research behind why that happens and what we can do instead. We talk about: flexible decoding strategies, when and how to teach syllables and morphemes, and what “set for variability” really looks like in the classroom (spoiler: it’s not guessing!). You’ll walk away with practical, research-backed ideas to help your students read longer words with confidence. Devin M. Kearns, Ph.D., is the Goodnight Distinguished Professor in Early Literacy at NC State, where he studies early reading and collaborates with experts in psychology, cognitive science, and neuroscience to explore the brain basis of reading. RESOURCES Helping Students With Dyslexia Read Long Words: Using Syllables and Morphemes by Devin M. Kearns and Victoria M. Whaley Following the Rules in an Unruly WritingSystem: The Cognitive Science ofLearning to Read Englishby Devin M. Kearns and Matthew J. Cooper Borkenhagen Syllable Division: New Data that Can Inform Intervention by Joanne Marttila Pierson, Ph.D., CCC-SLP On Eating Elephants and Teaching Syllabication by Tim Shanahan Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Connect with us! Email us at literacypodcast@greatminds.org. Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
July 10 · 52 min
Making Sense of Multisyllabic Words with Don Compton & Laura Steacy
Episode 255 Experts Don Compton & Laura Steacy explore the complexities of multisyllabic word reading and the decoding challenges older readers encounter, especially those with dyslexia. They discuss how readers navigate complex words using different decoding strategies, the role of morphology and “set for variability” in reading development, and how tools like the DELP database help predict word difficulty. The episode offers practical insights into supporting literacy development and improving instruction for struggling readers. Resources D-ELP Tool FCRR Student Center Activities Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
June 26 · 42 min
Word Chaining for Building Phonemic Awareness with Anjanette McNeely
Episode 254 In this episode, we sit down with kindergarten teacher Anjanette McNeely to take a close look at one powerful instructional routine: word chaining. Anjanette walks us through exactly what word chaining looks like in her classroom, from the materials she uses to the language she says, and explains why this routine is such an effective way to build both phonemic awareness and phonics at the same time. We also explore how word chaining supports orthographic mapping, why connecting sounds to print matters, and how small instructional shifts, like continuous blending and interleaving, can have a big impact on student learning. Whether you're new to word chaining or looking to refine your practice, this episode offers practical ideas you can try right away. Resources Word Chaining: An Efficient and Effective Alternative to Oral Phonemic Awareness by Anjanette McNeely: Blog post about word chaining and a video of Anjanette's classroom in action Word Chaining: A Simple Routine for Reading and Spelling (printable) You can see a picture of Anjanette's word chaining tray here Word Chains for Decoding and Encoding Practice: An overview on how to make and use word chains to teach decoding and encoding (from UFLI) 44 Phonemes (video): Learn how to pronounce the 44 phonemes in the English alphabet (from Rollins Center for Language and Literacy) Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
June 19 · 45 min
[Listen Again] What Research Says About Phonemic Awareness Instruction with Matt Burns
We’re revisiting this episode with Matt Burns because it offers one of the clearest explanations of phonemic awareness and how it fits into reading instruction. In this conversation, Matt helps unpack what the research actually says and what that means for what we prioritize in the classroom. He explains why phonemic awareness is not a standalone precursor to reading, but develops alongside it, and why decoding should take center stage as students move into the upper elementary grades. If you’ve ever felt unsure about how phonemic awareness fits into your instruction, or what to focus on as students progress, this episode brings clarity and practical direction. Resources Phonemic Awareness, Research, Misconceptions, and Fads with Dr. Matt Burns They Say You Can Do Phonemic Awareness Instruction “In the Dark”, But Should You? A Critical Evaluation of the Trend Toward Advanced Phonemic Awareness Training RIP to Advanced Phonemic Awareness | Shanahan on Literacy Phonemic Awareness with Letters YouTube video, Matt Burns Matt Burns YouTube Channel National Reading Panel Report Elkonin Boxes, Reading Rockets Florida Center for Reading Research UFLI Foundations Ep. 159: Back to School: Science of Reading or Snake Oil with Holly Lane Road to the Code, Book IES Practice Guides Empirical Analysis of Drill Ratio Research: Refining the Instructional Level for Drill Tasks, Matt Burns (meta-analysis) Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
June 12 · 48 min
Research-Based Shifts to Strengthen Phonemic Awareness with Marianne Rice
Episode 253 In this episode, we talk with Marianne Rice about key findings from a Tennessee report examining how well early literacy materials align with research on phonemic awareness and early reading instruction. Marianne walks us through five essential practices that can help teachers make the most of their instructional time: focusing on phoneme-level work using articulatory gestures connecting phonemic awareness to print being mindful of instructional time prioritizing blending and segmenting. Throughout the conversation, Marianne shares practical ways teachers can evaluate and adjust their current curriculum without starting from scratch. The big takeaway: small instructional shifts, especially connecting sounds to print and focusing on blending and segmenting, can have a big impact on helping students become strong readers and spellers. Resources Kindergarten and First-Grade HQIM Alignment with Research on Code-Focused Instruction: Tennessee Early Literacy Report (referenced in the episode) 5 Focus Areas for Phonemic Awareness (printable) 44 Phonemes (video): Learn how to pronounce the 44 phonemes in the English alphabet (from Rollins Center for Language and Literacy) Word Chains for Decoding and Encoding Practice: An overview on how to make and use word chains to teach decoding and encoding (from UFLI) What Works Clearinghouse Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade Phonemic Awareness: A Meta-Analysis for Planning (need ILA access) Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
May 22 · 57 min
Supporting Readers as Texts Get More Complex with Luke Morin
Episode 252 What actually happens when students encounter a complex text? In this episode, we’re joined by Luke Morin to discuss his article "Wading Into the Deep End: What Reading Actually Requires When the Text Gets Hard." Luke shares a powerful classroom moment where students applied reading strategies before tackling a tough text and still couldn’t make sense of a single sentence. That experience led him to rethink what it really means to teach reading. In this conversation, we explore: Why using strategies doesn’t guarantee understanding How text complexity is shaped by the interaction between text, reader, and task What collective close reading looks like in practice How to provide “lily pad” supports without rescuing students Luke challenges the idea that comprehension can be reduced to checklists or isolated skills. Instead, he offers a vision of instruction that prepares students to wade into deep water with support, intention, and growing independence. RESOURCES "Wading Into the Deep End: What Reading Actually Requires When the Text Gets Hard" by Luke Morin "A Lily Pad, in Practice" (Collective Close Reading Sample) "Why Mastery Doesn't Matter" by Luke Morin "The Surprising Power of the Humble Worksheet" by Luke Morin Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
May 15 · 1 hr
[Listen Again] Why Knowledge Matters for Comprehension with Daniel Willingham & Barbara Davidson
Episode 139 As we continue our focus on comprehension this month, we’re revisiting one of our most essential conversations. In this episode, we explore a foundational truth about reading: comprehension depends on knowledge. We’re joined by cognitive scientist Daniel Willingham, who explains why background knowledge is one of the strongest drivers of reading comprehension and why strategies alone can’t compensate for gaps in knowledge. We also talk with Barbara Davidson, Executive Director of the Knowledge Matters Campaign, about the role strong, knowledge-building curriculum plays in helping students access complex text. Whether this is your first listen or a return, this episode remains foundational. Resources Knowledge Matters Campaign website Books by Daniel Willingham Reading Rockets Q&A with Daniel Willingham Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
May 8 · 55 min
To Read Stuff, You Have to Know Stuff with Kelly Gallagher
Episode 251 One of the most consistent findings in reading research is this: how much you know determines how far you can go as a reader. In this episode, we’re joined by Kelly Gallagher, author of To Read Stuff, You Have to Know Stuff, to explore why knowledge is central to comprehension and what that means for classroom instruction. Kelly helps us rethink the long-standing emphasis on isolated reading strategies and instead focus on building knowledge at multiple levels: word, sentence, passage, article, and book. Kelly offers clear examples and practical thinking that will help you reflect on how knowledge is built over time and how we can design instruction that goes deeper, not just wider. RESOURCES To Read Stuff, You Have To Know Stuff by Kelly Gallagher Kelly Gallagher’s Article of the Week Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
April 24 · 1 hr 1 min
Vocabulary Strategies to Boost Word Learning with Melissa Cheesman Smith, Savannah Campbell, & Tim Rasinski
Episode 251 In this episode, we’re joined by Tim Rasinski, Melissa Cheesman, and Savannah Campbell, authors of The Megabook of Vocabulary, to talk about practical, classroom-ready strategies that actually work. We dig into the biggest misconceptions about vocabulary instruction, where vocabulary words should come from, how many exposures a word truly needs, and how to move words from simple recognition to confident use in speaking and writing. You’ll hear about: Why morphology and generative vocabulary are more powerful than weekly word lists How Word Ladders build decoding, spelling patterns, and vocabulary simultaneously How to integrate fluency and vocabulary through repeated reading, Readers’ Theater, and performance-based routines What “deep processing” really means—and why it makes words stick long term This conversation bridges research and practice, showing how vocabulary connects to decoding, fluency, and comprehension in meaningful ways. If you’re looking for high-impact routines that support all learners. This episode will leave you with actionable ideas you can use right away. Vocabulary doesn’t have to feel overwhelming. It can be powerful, generative, and deeply connected to everything else we teach. Resources Megabook of Vocabulary (Free Printable Resource aligned to this episode!) Megabook of Vocabulary (Book) Tim Rasinski's Website + Resources Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
April 17 · 47 min
[Listen Again] Ten Vocabulary Moves Backed by Research with Blythe Anderson
What does the research really say about effective vocabulary instruction—and how can we translate it into daily classroom practice? In this episode, we’re joined by literacy expert Blythe Anderson to unpack vocabulary moves grounded in research that make a measurable difference for students. From intentional word selection to meaningful student talk, Blythe shares practical, classroom-ready strategies that help educators move beyond “word of the week” and into instruction that builds deep, lasting word knowledge. Together, we explore: Why explicit vocabulary instruction matters How to choose the right words to teach The role of discussion and student engagement Practical routines that strengthen word learning across content areas How to ensure vocabulary sticks for long-term comprehension Whether you’re a classroom teacher, instructional coach, or school leader, this conversation will leave you with concrete, research-backed practices you can implement immediately. Tune in to learn how small, intentional shifts in vocabulary instruction can lead to big gains in student word learning and comprehension. Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
April 10 · 52 min
The Research on Vocabulary Instruction with Margaret McKeown
Episode 250 In this episode, we’re joined by Margaret McKeown, a leading researcher in vocabulary and language development, to explore what effective vocabulary instruction really looks like in practice. Margaret helps us unpack common misconceptions about vocabulary teaching, including the pressure to ensure students “master” every word and the belief that vocabulary instruction must always be formal and pre-planned. She explains the power of informal instruction words “running through the classroom” and why repeated exposure over time supports deep word learning. We also dive into: What learning words in context actually means (and what it doesn’t) How to think about vocabulary tiers without treating them like a rulebook When vocabulary should be taught (before, during, or after reading) The connection between vocabulary knowledge and comprehension Better ways to assess vocabulary beyond traditional tests Margaret reminds us that vocabulary learning is more like climbing a ladder than crossing a finish line. Not every word requires deep instruction, but thoughtful, strategic choices can make a meaningful impact on comprehension. If vocabulary instruction has ever felt overwhelming, this conversation offers clarity, reassurance, and practical insight for making it manageable and effective. Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
March 27 · 53 min
Small-Group Interventions That Actually Work with Kerry Cusick & Erin Sharon
Episode 248 There’s a saying we hear often in literacy work: you don’t want to try to intervene your way out of a Tier 1 problem. Real change happens when classroom instruction and small-group support are aligned. In this episode, we’re joined by Kerry Cusick and Erin Sharon, two reading interventionists, who share how aligning Tier 1 instruction with the small-group work they lead every day transformed both their approach and student outcomes. While their work lives in intervention, the routines and decision-making they describe are just as relevant for classroom teachers running small groups. In this conversation, we explore: What small-group intervention looked like before alignment and what had to change How clearer, more consistent Tier 1 instruction reshaped small-group teaching What responsive small-group lessons look like when they’re built around student need How phonemic awareness, phonics, fluency, and meaning work together in small groups Why fluency matters and how routines move students from sounds to connected text Kerry and Erin share practical examples from their MTSS work, including how they use data to form groups, align with classroom scope and sequence, and design small-group instruction that builds accuracy, automaticity, and meaning. RESOURCES Small-Group Instruction Listening Guide Building Fluency with POSSUM with Melissa Orkin and Maryanne Wolf (podcast episode) Reading Universe Read Works Read Live Roll & Reads UFLI Kindergarten UFLI Grade 1 Neuhaus Education Center Rapid Recognition Chart Generator Crafting Minds Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
March 20 · 1 hr 5 min
[Listen Again] Maximizing Small-Group Reading Instruction
Episode 143 This conversation remains one of our most downloaded episodes and for good reason. As we focus this month on small-group instruction, we’re revisiting this important discussion with a team of authors who published the article Maximizing Small-Group Reading Instruction. In this episode, we explore: • Why small-group reading instruction has been so widely adopted • What the research actually says about its effectiveness • Common misconceptions about small-group time • What makes small-group instruction purposeful and impactful If you’re rethinking how small-group time fits within strong Tier 1 instruction, or wondering how to make those minutes count, this episode offers research-informed clarity. Resources Maximizing Small-Group Reading Instruction Dr. Neena Saha’s Reading Research Recap of this research What Should Small Group Instruction Look Like? Tim Shanahan Reinterpreting the development of reading skills Scott Paris Applying New Visions of Reading Development in Today's Classrooms Kay Stahl Text Project with Freddy Hiebert Choice Words: How Our Language Affects Our Children’s Learning by Peter Johnston Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
March 13 · 53 min
Small Groups, Big Results with Julia Lindsey
Episode 247 Small-group instruction can feel powerful and overwhelming at the same time. Questions about grouping, time, routines, and impact come up constantly. In this episode, we’re joined by Julia Lindsey, author of Small Groups, Big Results, to talk about what actually makes small-group instruction work. Julia helps break down small groups into manageable, intentional practices that don’t require more time or complexity, just clearer purpose. In this conversation, we discuss: Why small groups don’t need to be long to have a big impact How flexible, needs-based grouping supports student growth The role of immediate, specific feedback in small-group reading Practical routines teachers can use right away How small-group instruction connects to Tier 1 teaching Whether you’re new to small groups or looking to refine your approach, Julia offers clarity, research, and realistic guidance. RESOURCES Small-Group Instruction Listening Guide Small Groups, Big Results: Evidence-Based Routines to Get Every Child Reading by Julia Lindsey Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills by Julia Lindsey Other podcast episodes with Julia Lindsey: Science of Reading Part 1: Decodable Texts, Sound Walls, & the Aim of Early Literacy Science of Reading Part 2: Decodable Texts, Sound Walls, & the Aim of Early Literacy Research-Based Routines for Developing Decoding Skills with Julia Lindsey Readers' Theater: Easy, Effective, & Fun! with Chase Young UFLI Foundations Toolbox FCRR Student Center Activities Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
February 20 · 50 min
Top Fluency Strategies Teachers Love from K–8 Classrooms
Episode 246 Fluency looks different across grade levels, but it always matters. In this special mashup episode, Melissa and Lori bring together voices from seven classroom teachers, spanning first grade through eighth grade, to show how fluency comes to life in real classrooms. Each teacher shares a best practice they use to support accuracy, automaticity, and expression, always grounded in meaningful reading. You’ll hear about a range of approaches, including: Songs, shared reading, and read-alouds in early grades Partner reading routines that build accountability and support Performance-based practices like Readers’ Theater Using oral reading as assessment and feedback Structuring small groups to support different fluency needs This episode is full of practical ideas, classroom insight, and teacher wisdom, whether you’re teaching in the primary grades or supporting older readers. Resources: Check out our Fluency Listening Guide for links to all of the episodes! Featured Episodes: First Steps to Fluency: How Young Learners Become Independent Readers with Virginia Quinn-Mooney Improving Student Reading Growth in Months with Fluency Instruction and Practice with Lorraine Griffith and Lindsay Kemeny A Classroom Fluency Protocol That Works with Aaron Grossman Baltimore Secondary Literacy Teachers Talk Fluency with Tanisha Dasmunshi, Emily Jaskowski, and Emery Uwimana Watch Virginia Teach Fluency in this video Let’s bring back the magic of song by Tim Rasinski Lindsay Kemeny YouTube Partner Reading with Paragraph Shrinking 3 Phases for Fluency by Aaron Grossman Tim Rasinski's Multidimensional Fluency Rubric Aaron's website: Just Two Teachers (click Readers Theater for links to scripts!) Chase Young's Readers Theater scripts Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
February 6 · 48 min
Read Like Us: Building Fluency Through Repeated Reading & Challenging Texts with Jake Downs & Chase Young
Episode 245 In this episode, Melissa and Lori are joined by researchers Jake Downs and Chase Young to discuss Read Like Us, a research-backed fluency routine designed to help students reread challenging texts with purpose. Jake and Chase share the findings from their recent study, explain how the routine works in real classrooms, and explore why fluency grows when students have multiple supported opportunities to read connected text. The conversation unpacks: what makes Read Like Us different from traditional repeated reading approaches, how wide reading fits alongside repeated reading, and why text choice plays such a critical role in fluency development. You’ll also hear why the study showed especially strong results for fourth-grade readers and how teachers can think about applying this work across grade levels. This episode offers both a clear explanation of the research and practical insights teachers can use as they plan fluency instruction that supports real reading where skills come together in text. Resources: Grab your Read Like UsTexts Research Article: "Promoting Fluency Through Challenge: Repeated Reading With Texts of Varying Complexity" Fluency Listening Guide Contact Chase Young at https://lfcreading.com/podcast with your questions! Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
January 30 · 56 min
Rock Your Literacy Block with Lindsay Kemeny
Episode 244 Lindsay Kemeny shares her insights on effectively managing a literacy block in a primary classroom. She discusses her daily schedule, emphasizing the importance of routines in phonics instruction, close reading strategies, and writing lessons. Lindsay also highlights the importance of small group instruction for differentiation and explains how to manage center work for students! She encourages teachers to focus on progress rather than perfection, sharing practical tips and strategies for enhancing literacy instruction. Lindsay's Book, Rock Your Literacy Block, is available now! Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com. Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.