Teaching Literacy Podcast

In this episode we welcome Dr. Sharon Walpole, a professor at the University of Delaware. We explore the challenges teachers face in addressing varying student needs, Dr. Walpole’s pragmatic approach to differentiation, and the developmental roadmap for reading proficiency. Dr. Walpole shares insights on the importance of grade-level instruction, the flaws of certain assessment systems, and practical classroom applications.

Make sure to check out Dr. Walpole’s books with Guilford Press! https://www.guilford.com/author/Sharon-Walpole

00:00 Introduction to Differentiation
01:03 Meet Dr. Sharon Walpole
02:15 Defining Differentiation
03:23 Acceleration vs. Remediation
04:45 Pragmatic Approaches to Differentiation
08:03 Challenges with Guided Reading
16:46 The Science of Reading and Differentiation
23:51 The Stairway to Proficiency Model
35:47 Maximizing Instructional Impact
36:03 The Importance of Dosage in Education
36:38 Resources for Differentiated Reading Instruction
37:35 Grouping Students for Effective Learning
40:20 Aligning Small Group and Whole Group Instruction
48:57 Tiered Instruction: Strategies and Misconceptions
56:40 Effective Use of Paraprofessionals
01:01:32 Curriculum and Instructional Materials
01:03:51 Conclusion and Final Thoughts

In this episode we welcome Dr. Sharon Walpole, a professor at the University of Delaware. We explore the challenges teachers face in addressing varying student needs, Dr. Walpole’s pragmatic approach to differentiation, and the developmental roadmap for reading proficiency. Dr. Walpole shares insights on the importance of grade-level instruction, the flaws of certain assessment systems, and practical classroom applications.

Make sure to check out Dr. Walpole’s books with Guilford Press! https://www.guilford.com/author/Sharon-Walpole

00:00 Introduction to Differentiation
01:03 Meet Dr. Sharon Walpole
02:15 Defining Differentiation
03:23 Acceleration vs. Remediation
04:45 Pragmatic Approaches to Differentiation
08:03 Challenges with Guided Reading
16:46 The Science of Reading and Differentiation
23:51 The Stairway to Proficiency Model
35:47 Maximizing Instructional Impact
36:03 The Importance of Dosage in Education
36:38 Resources for Differentiated Reading Instruction
37:35 Grouping Students for Effective Learning
40:20 Aligning Small Group and Whole Group Instruction
48:57 Tiered Instruction: Strategies and Misconceptions
56:40 Effective Use of Paraprofessionals
01:01:32 Curriculum and Instructional Materials
01:03:51 Conclusion and Final Thoughts

In this episode of the Teaching Literacy Podcast, host Jake Downs discusses with Dr. Michael Coyne from the University of Connecticut the concept of advanced phonemic awareness and its implications for early reading proficiency. Dr. Coyne shares findings from his recent study that examines the impact of using oral-only advanced phonemic awareness instruction on first graders. They explore the theoretical underpinnings, practical recommendations for teachers, and the overall relevance of these findings to classroom practice. Tune in to understand the nuanced debate around advanced phonemic awareness and its role in effective literacy instruction.

00:00 Introduction to Advanced Phonemic Awareness
01:33 Guest Introduction: Dr. Michael Coyne
02:25 Defining Phonological and Phonemic Awareness
06:29 Research on Phonemic Awareness
10:04 Advanced Phonemic Awareness: Concepts and Tasks
12:17 Theoretical Underpinnings and Critiques
20:21 Study Overview: Curriculum and Implementation
26:55 Study Design and Measures
29:44 Evaluating Phonemic Awareness Instruction
30:46 Study Results: Phonemic Awareness Outcomes
32:54 Near Transfer Outcomes: Word Reading and Fluency
34:53 Exploring Differential Benefits
37:39 Recommendations for Phonemic Awareness Instruction
42:17 Balancing Oral and Integrated Phonemic Awareness Activities
50:15 Optimism in Literacy Research and Instruction
52:29 Jake’s Take on Teaching Phonemic Awareness

Reference:
Coyne, M. D., McCoach, D. B., Santoro, L. E., Gentile, M., Rodrigues, C., & Kastner, P. (2025). The Effects of Advanced Phonemic Awareness Instruction in First Grade. The Elementary School Journal, 000–000. https://doi.org/10.1086/737952

How can we best apply the Science of Reading to support multilingual learners? This episode tackles that critical question with Dr. Steven Amendum from the University of Delaware.

We explore how evidence-based literacy instruction must leverage a student’s first language as a key asset, not a barrier. Dr. Amendum breaks down practical teaching strategies to boost decoding and reading comprehension for bilingual and multilingual students in diverse classrooms.

You’ll also learn how to build effective collaboration between classroom teachers and language specialists and hear about the research-demonstrated impact of the Bella professional learning program. If you’re looking for actionable, research-driven approaches to support your English learners, this episode is a must-listen.

00:00 – Introduction and overview of the episode
02:07 – Current support and challenges for multilingual learners in schools
04:29 – State vs. federal roles and legislation for multilingual learners
06:49 – Key research: Importance of first language (L1) in English reading development
09:21 – Cross-linguistic transfer and leveraging home language as an asset
11:09 – Oral language, vocabulary, and comprehension strategies in L1 and L2
13:44 – Practical strategies for teachers: supporting students without knowing their L1
17:30 – Previewing text language and other evidence-based practices
21:28 – Benefits of these strategies for all students
23:00 – Decoding, fluency, and phonological awareness across languages
25:54 – Instructional strategies: Blend as you go & Say it, move it
34:29 – Peer support and collaborative learning
36:10 – Effective teacher collaboration and professional learning
41:00 – Evidence of impact: Bella program and student outcomes
44:35 – Final thoughts and optimism for literacy research
46:18 – Jake’s Take

Reference:
Kittle, J. M., Amendum, S. J., & Budde, C. M. (2024). What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews. Educational Psychology Review, 36(4), 108. https://doi.org/10.1007/s10648-024-09942-6

In episode 69 of the Teaching Literacy Podcast, host Jake Downs speaks with Dr. Kay Wijekumar, Houston Endowed Chair in the Department of Teaching and Learning and Culture at Texas A&M University. They discuss the importance of teaching students to generate rather than find the main idea in texts, detailing Dr. Wijekumar’s evidence-based KAT framework (Knowledge Acquisition and Transformation). The episode delves into how the main idea is foundational for reading comprehension and explores practical strategies for teachers, touching on the inefficacies of current curricular practices. Dr. Wijekumar highlights her website, literacy.io, which offers resources and professional development for educators. The conversation also includes a discussion on the critical role of text structures, and how principals and coaches can support teachers in implementing these strategies effectively.

00:00 Show Opening
02:23 Literacy as a Civil Right
04:47 Literacy.io: A Resource for Teachers
08:48 Challenges in Identifying the Main Idea
12:10 Generating vs. Finding the Main Idea
15:49 Knowledge Acquisition and Transformation (KAT) Framework
25:11 Text Structure and Main Idea
34:15 Cause, Problem, Solution Text Structure
35:59 Identifying Causes and Solutions in Education
38:59 The KAT Framework: Knowledge, Acquisition, and Transformation
40:31 Implementing the KAT Framework in Classrooms
41:37 Scaffolding and Sentence Stems for Effective Learning
49:03 Inference Questions and Background Knowledge
01:00:59 Teachers and Coaches: Improving Main Idea Identification
01:07:55 Conclusion and Optimism for Literacy Instruction
01:10:40 Jake’s Take: What Matters Most?

References
Hudson, A. K., Owens, J., Moore, K. A., Lambright, K., & Wijekumar, K. (2021). “What’s the Main Idea?”: Using Text Structure to Build Comprehension. The Reading Teacher, 75(1), 113–118. https://doi.org/10.1002/trtr.2016

Rice, M., & Wijekumar, K. (2024). Inference skills for reading: A meta-analysis of instructional practices. Journal of Educational Psychology, 116(4), 569–589. https://doi.org/10.1037/edu0000855

Rice, M., Wijekumar, K. (Kay), Lambright, K., & Stack, A. (2024). Promoting Inference Generation: Using Questioning and Strategy Instruction to Support Upper Elementary Students. The Reading Teacher, 78(2), 121–130. https://doi.org/10.1002/trtr.2353

Wijekumar, K., Beerwinkle, A., McKeown, D., Zhang, S., & Joshi, R. M. (2020). The “GIST” of the reading comprehension problem in grades 4 and 5. Dyslexia, 26(3), 323–340. https://doi.org/10.1002/dys.1647

Wijekumar, K., Hudson, A., Lambright, K., Owens, J. K., Binks-Cantrell, E., Beerwinkle, A., & Stack, A. (2023). Knowledge acquisition and transformation (KAT) using text structures. The Reading League Journal.