Dyslexia Duo Podcast

The Dyslexia Duo: Executive Function and Dyslexia - Putting Thinking on the Table with Dr. Kelly Cartwright
 
Melissa Dean and Aimee Rodenroth of the Dyslexia Duo interview Dr. Kelly Cartwright (UNC Charlotte) about how executive functions—working memory, inhibition, and cognitive flexibility—emerge within reading and help manage decoding, meaning-making, and comprehension. Dr. Cartwright explains why some dysfluent readers still comprehend, how weak executive skills can hinder retelling, summarization, and inference, and how “putting thinking on the table” with concrete scaffolds (manipulatives, story maps, inference maps, text-structure organizers, SRSD-style mnemonics) can reduce cognitive load and improve regulation of reading processes across subjects. They discuss dyslexia/ADHD differences, early identification of comprehension problems (including developmental language disorder), the need to teach decoding and comprehension in parallel, the value of connecting spelling-sound-meaning, concerns about fewer whole books and screen-driven attention, and secondary needs such as multisyllabic decoding and morphology. Cartwright shares READ Lab research on bridging processes and mentions a forthcoming educator toolkit.
 
00:48 Introducing Dr Cartwright
02:40 Executive Function Basics
05:49 Fluency vs Comprehension
09:20 Cognitive Flexibility in Reading
13:28 Tools and Resources
18:43 Retelling and Inference Scaffolds
24:00 Dyslexia ADHD Differences
27:16 Early Comprehension Instruction
34:09 Classroom Strategy Integration
36:55 Whole Books Decline
39:28 Anxiety and Motivation
41:35 Screens and Attention
44:17 Secondary Dyslexia Needs
47:28 Teacher Prep Myths
49:41 Parents Comprehension Tips
52:52 Building Background Knowledge
56:57 READ Lab Research
01:01:14 Lightning Round Wrap

The Dyslexia Duo: Dr. Maria Murray on The Reading League, the Science of Reading, and Dyslexia as an Equity Issue
 
On the Dyslexia Duo podcast, hosts Melissa Dean and Aimee Rodenroth interview Dr. Maria Murray, founder and CEO of The Reading League, about its origins in 2015 and its growth to 46 state chapters (including DC) with a goal of reaching all states by year’s end.
 
Dr. Murray explains the science of reading as a vast, interdisciplinary body of scientifically based reading research and clarifies common misconceptions about dyslexia and ineffective approaches that waste time. She highlights The Reading League’s free “Science of Reading: Defining Guide” (also in Spanish and French), the organization’s resources (newsletter, Compass for families, journal, vetted shop, conferences, virtual courses on understanding and assessing dyslexia, and school/district professional learning), and argues literacy is a fundamental human right and civil rights issue tied to equity, poverty, and life outcomes. She emphasizes that most people who can’t read haven’t been taught and calls for better teacher preparation, implementation support, and broader public understanding.
 
00:42 Introducing Dr. Maria Murray
03:17 Building the Reading League
05:45 How Chapters and Membership Work
09:16 What Science of Reading Means
11:39 Dyslexia Myths and Misconceptions
15:48 Literacy as Equity and Public Health
24:49 Why Kids Aren’t Taught to Read
31:24 What Counts as Reading Science
34:46 TRL Resources for Dyslexia Families
37:14 Parent Compass and Chapters
37:48 Explicit Reading Instruction
40:08 Teacher Training and Coaching
42:21 Dyslexia Courses and Assessment
43:52 Literacy as Civil Rights
47:44 Beyond Test Scores
50:32 Finding Support and Resources
52:42 Research Stories and TRL Origins
56:53 Growing National Networks
59:53 Love of Reading Story
01:02:36 Final Advice and Policy
01:06:26 Rapid Fire and Wrap Up

The Dyslexia Duo: Bridging Research and Practice in Dyslexia -  Intensive Intervention, Spelling, and Data-Based Individualization (with Dr. Brennan Chandler)
 
Melissa Dean and Aimee Rodenroth of the Dyslexia Duo interview Dr. Brennan Chandler, assistant professor of dyslexia at Georgia State University, about his path from classroom teaching to researching intensive reading interventions and training educators. Dr. Chandler emphasizes bridging research and classroom practice through explicit instruction in language structure (phonology, orthography, morphology, syntax), stronger attention to writing and spelling, and empowering teachers to use data for decision-making. He highlights misconceptions that older struggling readers only need more K–2 phonics and that accommodations alone replace remediation, arguing adolescents need qualitatively different instruction including flexible vowel “flexing,” morphology, and connected “stretch” text practice. He explains diagnostic versus progress-monitoring data, outlines data-based individualization to intensify validated interventions, shares research showing spelling supports durable learning, and describes developing an open-source grades 1–3 spelling intervention, Spell Squad.
 
00:36 Introducing Dr Chandler
01:41 From Classroom to Research
04:19 Why Spelling Matters
04:57 Rethinking Teacher Training
08:45 Bridging Research and Practice
12:21 Misconceptions About Dyslexia
15:58 Older Students Need Different
19:05 Flexing Vowels Strategy
22:00 Morphology and Stretch Text
28:13 Spelling Research Deep Dive
33:02 Spelling Beats Reading Practice
36:44 Spelling Builds Memory
37:24 Handwriting and Gamified Practice
40:29 DBI for Non Responders
46:54 What Data to Collect
50:26 Adolescent Assessment Focus
53:20 Fixing Teacher Prep
59:53 Key Takeaways for All
01:02:25 Spell Squad Preview
01:04:57 Lightning Round and Farewell

The Dyslexia Duo:  Early Identification, RAN, and Mental Health -  Dr. Elizabeth Norton on the Science and Policy of Dyslexia
 
The Dyslexia Duo hosts Melissa Dean and Aimee Rodenroth interview Dr. Elizabeth Norton, a Northwestern University associate professor who studies reading development, dyslexia, early identification, and brain-based factors that make reading difficult. Dr. Norton describes how her childhood love of reading, early curiosity about peers who struggled, college research, and teaching at Landmark School led her to focus on identifying precursors of reading difficulties and improving early intervention. She defines dyslexia as an unexpected difficulty learning to read and discusses the newer IDA definition as more multifactorial, including links between language and reading, psychological well-being, and the importance of early identification. The conversation covers challenges translating research into policy (e.g., uneven screening guidance), limits of improving rapid automatized naming (RAN) and working memory, intervention goals and trade-offs, co-occurrence with ADHD, possible anxiety/depression risk, effects of prematurity, and large-scale longitudinal research including HBCD.
 
00:42 Meet Elizabeth Norton
02:06 Why Dr. Norton Studies Reading
07:16 Defining Dyslexia Today
09:45 New IDA Definition Highlights
12:22 Policy and Screening Gaps
16:38 What Happens After Screening
23:30 RAN and Automaticity Explained
27:41 When Progress Plateaus
36:14 Dyslexia and Mental Health
43:32 Micro Triggers and Stress
45:05 Prematurity and Brain Setup
50:41 Language in Utero Signals
53:56 Responding to Risk Flags
56:23 Research Surprises and Complexity
59:56 Early Intervention Reality Check
01:03:45 Hope and Next Tools
01:06:49 Naturalistic EEG and HBCD Study
01:16:08 Lightning Round and Farewell

The Dyslexia Duo: Dr. Jan Wasowicz on Dyslexia, Developmental Language Disorder, and the Language Literacy Network
 
Melissa Dean and Amy Rodenroth of the Dyslexia Duo interview Dr. Jan Wasowicz, an ASHA-certified speech-language pathologist and literacy specialist with 40+ years of experience, inventor of Ear Aerobics, and creator of Spell Links and the SpellTalk listserv. Dr. Wasowicz explains the quadrant model distinguishing typical learners, dyslexia (word-level decoding/encoding weaknesses), developmental language disorder (spoken-language weaknesses affecting comprehension and writing), and a mixed profile, noting that about half of people with dyslexia also have DLD and discussing screening tools such as the TILS. She introduces her Language Literacy Network as an updated, research-based alternative to the Reading Rope that integrates reading and writing, morphology, pragmatics, and sight recognition as a byproduct of decoding/encoding. The conversation covers integrating phonology, orthography, and meaning, supporting spelling instruction, prosody as an outcome of underlying skills, parent reinforcement strategies, cautious use of AI for creating pattern-loaded materials, and vetted research resources and communities.
 
00:00 Meet Dr Jan Wasowicz
01:44 Credentials and Work
05:35 Spell Talk and Sites
07:06 From SLP to Literacy
09:15 Quadrant Model Dyslexia
12:45 DLD Screening Tools
17:15 Private Practice Patterns
21:05 Aerobics Origin Story
26:40 Hyperlexia and Pragmatics
30:23 Language Literacy Network
38:20 Pragmatics After COVID
41:19 Education Changes
42:09 Science of Reading Shift
43:04 Capital vs Lowercase SOR
45:35 Comprehension Beyond Phonics
49:55 Phonology Meets Orthography
52:13 Sounds Letters Meaning Glue
53:04 Teaching Word Meanings
57:29 Spelling Instruction Comeback
59:49 Spelling Approach to Reading
01:06:36 Prosody as an Outcome
01:09:09 Prosodic Competence and Stress
01:16:10 Helping Parents Reinforce
01:17:30 Read Aloud Coaching
01:18:58 Link Sounds to Writing
01:19:24 Family Time Matters
01:20:00 AI Tools Caution
01:20:52 ChatGPT Pattern Passages
01:24:26 Vetted Research Sources
01:26:42 PeaceNEX Inspirations
01:29:58 Lunch and Lit Learning
01:37:50 One Wish for Students
01:41:08 Closing Thanks and Credits