Teaching Literacy Podcast podcast | Listen online for free

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E71|Evaluating Advanced Phonemic Awareness with Dr. Michael Coyne
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 Awareness01:33 Guest Introduction: Dr. Michael Coyne02:25 Defining Phonological and Phonemic Awareness06:29 Research on Phonemic Awareness10:04 Advanced Phonemic Awareness: Concepts and Tasks12:17 Theoretical Underpinnings and Critiques20:21 Study Overview: Curriculum and Implementation26:55 Study Design and Measures29:44 Evaluating Phonemic Awareness Instruction30:46 Study Results: Phonemic Awareness Outcomes32:54 Near Transfer Outcomes: Word Reading and Fluency34:53 Exploring Differential Benefits37:39 Recommendations for Phonemic Awareness Instruction42:17 Balancing Oral and Integrated Phonemic Awareness Activities50:15 Optimism in Literacy Research and Instruction52:29 Jake’s Take on Teaching Phonemic AwarenessReference: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
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E70|Science of Reading for Multilingual Learners with Dr. Steve Amdendum
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 episode02:07 – Current support and challenges for multilingual learners in schools04:29 – State vs. federal roles and legislation for multilingual learners06:49 – Key research: Importance of first language (L1) in English reading development09:21 – Cross-linguistic transfer and leveraging home language as an asset11:09 – Oral language, vocabulary, and comprehension strategies in L1 and L213:44 – Practical strategies for teachers: supporting students without knowing their L117:30 – Previewing text language and other evidence-based practices21:28 – Benefits of these strategies for all students23:00 – Decoding, fluency, and phonological awareness across languages25:54 – Instructional strategies: Blend as you go & Say it, move it34:29 – Peer support and collaborative learning36:10 – Effective teacher collaboration and professional learning41:00 – Evidence of impact: Bella program and student outcomes44:35 – Final thoughts and optimism for literacy research46:18 – Jake’s TakeReference: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
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E69|Transforming Comprehension: Main Ideas, Text Structures, and Teaching Techniques with Dr. Kay Wijekumar
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 Opening02:23 Literacy as a Civil Right04:47 Literacy.io: A Resource for Teachers08:48 Challenges in Identifying the Main Idea12:10 Generating vs. Finding the Main Idea15:49 Knowledge Acquisition and Transformation (KAT) Framework25:11 Text Structure and Main Idea34:15 Cause, Problem, Solution Text Structure35:59 Identifying Causes and Solutions in Education38:59 The KAT Framework: Knowledge, Acquisition, and Transformation40:31 Implementing the KAT Framework in Classrooms41:37 Scaffolding and Sentence Stems for Effective Learning49:03 Inference Questions and Background Knowledge01:00:59 Teachers and Coaches: Improving Main Idea Identification01:07:55 Conclusion and Optimism for Literacy Instruction01:10:40 Jake’s Take: What Matters Most? ReferencesHudson, 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.2016Rice, 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/edu0000855Rice, 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.2353Wijekumar, 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.1647Wijekumar, 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.
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E68|Strategic Assessment Systems with Dr. Adrea Truckenmiller and Dr. Eunsoo Cho
Dr. Adrea Truckenmiller and Dr. Eunsoo Cho discuss building a strategic assessment system in literacy education. They cover how to use data to inform reading instruction, the difference between screeners, diagnostics, curriculum based measures, and computer adaptive tests, and the importance of reliability in assessments. Common pitfalls like over-testing and teaching to the test are addressed, along with practical advice for setting up a coherent and actionable assessment framework in schools. Show Documents:Michigan Department of Education (2020). Early literacy assessment systems that support learning. Lansing, MI: Authors. https://www.michiganassessmentconsortium.org/wp-content/uploads/ELAS_Guide_2020_v5.pdfTruckenmiller, A. J., Cho, E., Bourgeois, S., & Friedman, E. (2024). Uses and Misuses of Commercial Reading Assessment: An Applied Framework for Decision Making in Grades K through 6. The Reading Teacher, 77(5), 609–623. https://doi.org/10.1002/trtr.2274Truckenmiller, A., Coyne, M., Valentine, K., & Moura, P. (2025). Independent Researcher Review of Commercial Reading Screening Assessment Suites May 2025. https://doi.org/10.35542/osf.io/vrn3g_v1 00:00 Introduction and Welcome02:36 The Importance of a Strategic Assessment System05:25 Different Stakeholders, Different Data Needs09:50 Assessment of Learning vs. Assessment for Learning13:31 The Myth of the One Perfect Assessment17:18 Understanding Screener, Diagnostic, and Progress Monitoring Assessments28:26 CBM vs. CAT: Formats of Assessment34:42 Accuracy in Assessment: Sensitivity and Specificity38:05 Balancing Sensitivity and Specificity in Assessments39:22 Importance of Reliable Assessments40:40 Challenges of Over and Under Identification45:12 Informal Reading Inventories: Pros and Cons46:14 Modern Assessments and Their Advantages54:48 Common Pitfalls in Data Usage57:15 Over Testing and Its Implications01:00:35 Teaching to the Test: A Critical Look01:06:24 Building a Coherent Assessment System01:13:55 Optimism for the Future of Literacy Research
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Practices of Effective K-2 Teacher Teams with Dr. Jake Downs
Guest host Dr. Kristin Conradi Smith interviews Dr. Jake Downs about the ‘secret soup’ of highly effective K-2 teacher teams. Link to Jake’s Study: https://www.mdpi.com/2227-7102/15/2/259 Downs, J., Martz, K., & Mohr, K. (2025). Exploring the Instructional Effectiveness of High-Growth K-2 Teacher Teams in Foundational Reading. Education Sciences, 15(2), https://doi.org/10.3390/educsci15020259 Link to ULEAD Report: https://schools.utah.gov/ulead/uleadfiles/reports/ipr/Instructional%20Clarity%20Early%20Lit%20IPR.pdf Please write a short impact statement for Jake’s USU review packet (and thank you!): https://forms.gle/QcUs8ciMcAy2yG6L6 Episode Outline & Show Notes 00:00 — Host Introduction & Listener Call-to-ActionJake asks listeners for impact statements to support his third-year review. 01:23 — Guest Host IntroductionKristin Conradi Smith introduces herself and the episode’s focus on effective K-2 teacher teams. 01:44 — Introducing Jake & Study OverviewKristin introduces Jake as the guest, outlines his research on high-growth teacher teams. 02:20 — Defining Teacher EffectivenessJake discusses different ways to define “effectiveness” and the study’s focus on student growth. 04:07 — Why Study Teams?Jake explains the importance of studying effective teams, not just individual teachers. 06:32 — District BackgroundJake describes the “Lincoln School District,” its shift in reading instruction, and its reputation for growth. 09:00 — Study Methods: Quantitative DataJake explains how teams were identified using ACADIS data and effect sizes. 11:32 — Student Growth ResultsJake shares impressive proficiency gains by grade level and discusses effect sizes. 13:43 — Mixed Methods & Qualitative InterviewsTransition to focus group interviews with teacher teams and how themes were identified. 16:36 — Theme 1: CollaborationTeams engage in active, data-driven collaborative planning and shared student ownership. 21:23 — Theme 2: Affordances for InstructionTeachers describe autonomy, flexibility, and supportive professional development. 28:59 — Theme 3: Data Practices & Goal SettingRegular data meetings, intentional goal setting at team/class/student levels, and actionable use of data. 41:29 — Theme 4: Teacher FactorsDiscussion of teacher knowledge, beliefs, and collective efficacy. 44:57 — Key Takeaways & ReflectionsJake and Kristin reflect on the “secret soup” of effective teams, the importance of systems, and actionable insights for schools. 53:21 — Assessment & Goal Setting in PracticeHow effective teams use assessment and goal setting to drive instruction. 57:20 — Teacher DevelopmentThe value of both top-down and bottom-up professional learning. 1:00:26 — Final Thoughts & OptimismJake and Kristin discuss optimism for the future of reading research and practice. 1:04:02 — Closing & Kristin’s TakeKristin summarizes the study’s impact and calls for more collaborative, teacher-centered research.
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