EDVIEW360

During this compelling episode of EDVIEW360 , Shawn Anthony Robinson, Ph.D., widely known as Dr. Dyslexia Dude, shares his remarkable story of perseverance, purpose, and the power of evidence‑based literacy instruction. Diagnosed with dyslexia at 18, Dr. Robinson entered college reading at an elementary level. His life changed when he finally received Structured Literacy intervention through Project Success at the University of Wisconsin–Oshkosh. With the right instruction and the right mentor, he learned to read—and discovered a calling. Today, Dr. Robinson is a researcher, author, and national advocate whose work centers on literacy, equity, and expanding opportunities for students who have been historically underserved. His graphic novel series, Dr. Dyslexia Dude , encourages children—especially children of color—to embrace their strengths and see themselves as capable, confident learners. Through his research at the Wisconsin Equity and Inclusion Laboratory, he examines how dyslexia intersects with race, identity, and access, helping educators understand the systemic barriers that shape student outcomes. Educators, parents, and administrators will find Dr. Robinson’s story inspiring and instructive. His journey demonstrates the transformative impact of Structured Literacy, the importance of early and accurate identification, and the profound difference a single educator can make. This episode is a reminder that literacy is empowerment—and that it’s never too late for a learner to thrive. Listeners will be able to: Recognize the impact of late identification —Understand how dyslexia can go undiagnosed into adolescence and how delayed intervention affects academic and emotional development. Explain the role of Structured Literacy —Identify the evidence‑based practices that accelerated Dr. Robinson’s reading growth and how these approaches support learners of all ages. Apply lessons from Dr. Robinson’s experience —Describe how mentorship, culturally responsive support, and high expectations can help students rebuild confidence and re-engage with learning. Support students with dyslexia —Identify practical strategies educators and families can use to create environments that foster resilience, belonging, and academic success. Connect literacy and equity —Understand how Dr. Robinson’s research highlights the relationship between literacy, opportunity, and systemic barriers—and how educators can respond with equitable, evidence‑based practices. Learn about Atlas Spelling, a spelling platform independently architected and developed by Dr. Robinson that is designed to make students’ spelling decisions visible, providing educators with another perspective for understanding how students approach spelling.

Join us as EDVIEW360 welcomes Brett Tingley—national literacy advocate, parent leader, and one of the most influential voices pushing for evidence‑based reading instruction across the country. Our timely, energizing conversation focuses on why literacy is not just another subject, but the engine that drives deeper learning, critical thinking, and meaningful engagement in every classroom. As President of UA‑KID, OH‑KID, and Parents for Reading Justice, Brett has mobilized families in more than 20 states to demand better reading instruction, improved identification and intervention for dyslexic students, and systemic reform from school districts to higher education. She is also the producer of the widely viewed documentary Our Dyslexic Children (more than 200,000 views), the creator of a free online literacy course, and host of the podcast Literacy Now . In this episode, Brett brings her deep experience—and her unmistakable passion—to help educators start the school year with clarity and purpose. She explores how science‑of‑reading–aligned instruction lays the groundwork for deeper learning across all content areas, and why strong decoding, fluency, and language skills unlock richer thinking for every student. Listeners will learn: Why literacy is the foundation for deeper learning across all subjects How Structured Literacy supports English Language Learners, dyslexic students, and striving readers What teachers can do in the first weeks of school to set students up for success Why parents are powerful allies, not adversaries How to connect reading instruction to higher‑order thinking Practical strategies educators can use immediately to strengthen literacy and deepen learning simultaneously Why teaching children to read is the greatest gift a teacher can give This episode is designed to help educators begin the year with renewed energy, a clear sense of purpose, and actionable steps to ensure every student has the literacy foundation they need to thrive.

Middle school is a pivotal moment in a student’s literacy journey—yet it’s also the stage where unfinished learning can hide in plain sight. During this episode of EDVIEW360, we sit down with veteran educator and author Jeanne Schopf for a powerful conversation about what it truly takes to support struggling readers in grades 6–8. With decades of experience helping middle school students rebuild foundational skills, Schopf brings a refreshingly honest and deeply practical perspective. She shares why intervention at this age is both urgent and entirely possible, how teachers can create momentum from day one, and what she’s learned about meeting adolescents where they are—academically, socially, and emotionally. Listeners will learn: Why middle school readers often mask their struggles—and how to spot the signs early How to build intervention routines that respect adolescent learners What successful literacy support looks like in the first weeks of school How to create a culture where students feel safe taking risks and rebuilding skills Practical strategies educators can use immediately to set students up for a strong year As educators head into a new school year, Schopf offers encouragement, clarity, and actionable steps for teachers determined to make a difference. Whether you’re a reading specialist, interventionist, or classroom teacher, this episode will equip you with the insight and inspiration you need to help every middle school reader move forward with confidence. Tune in—and start the year ready to change lives.

During this energizing EDVIEW360 episode, we welcome Michelle Sullivan —literacy coach, reading interventionist, and creator of The Colorful Classroom —for a conversation about what it truly takes to make evidence‑based literacy instruction engaging, meaningful, and human. Drawing on more than a decade of experience supporting teachers and her signature COLORFUL philosophy, Sullivan shares how educators can bring both joy and rigor to the science of reading. She discusses why engagement is not an “extra,” how intentional use of language and design can deepen learning, and why morphology deserves a bigger place in everyday instruction. Sullivan also offers practical examples teachers can immediately use to help students connect with words, build knowledge, and feel successful as readers. Listeners will hear Sullivan’s belief that literacy instruction should be vibrant, accessible, and rooted in research—and when educators blend the art and science of teaching, they create classrooms where every learner can thrive. This conversation is perfect for teachers, literacy coaches, and leaders seeking to elevate instruction, strengthen student engagement, and bring more color—literally and figuratively—into their reading block. What You Will Learn: How to bring joy and engagement back into literacy instruction using Sullivan’s COLORFUL approach to instruction along with her blend of creativity and evidence‑based practice Why language-rich classrooms accelerate reading growth , and how teachers can intentionally build vocabulary, background knowledge, and discourse into daily routines The power of morphology —and why teaching word parts helps all students, especially those who struggle, unlock meaning and confidence Practical ways to design lessons that are both structured and vibrant , ensuring students experience success while staying deeply engaged How to connect research to real classroom moments , making the science of reading feel doable, human, and energizing for teachers Strategies for supporting diverse learners through routines that honor students’ voices, build independence, and create a sense of belonging Why engagement is not an “extra” but a critical component of effective literacy instruction that strengthens attention, memory, and motivation

Award-winning actor, author, and nationally recognized dyslexia advocate Ameer Baraka joins EDVIEW360 for a powerful conversation about the life-changing impact of literacy, identity, and second chances. Diagnosed with dyslexia in his mid-20s while incarcerated, Baraka’s journey from illiteracy to Emmy-nominated actor and global advocate is a testament to the transformative power of education and the educators who refuse to let students slip through the cracks. During this inspiring episode, Baraka reflects on the years he spent struggling in school without anyone recognizing his learning difference and how that silence shaped the trajectory of his youth. He shares the moment he finally received a diagnosis, the educators who helped him reclaim his confidence, and why he now dedicates his life to ensuring no child—especially those in underserved communities—goes unnoticed or unsupported. You will hear Baraka’s insights about: How early, accurate identification of dyslexia can change a child’s life Why students who act out or disengage may be communicating an academic struggle What teachers can do to create safe, empowering spaces for learners who feel defeated How literacy became the key that unlocked his future Along the way, Baraka also discusses his acting career—from ZATIMA to American Horror Story —and how his lived experience shapes the roles he chooses and the stories he tells. But at the heart of this conversation is his unwavering message: Every child deserves to be seen, supported, and believed in. This episode is a must-listen for teachers, literacy leaders, and anyone committed to helping students overcome barriers and discover their potential. Baraka’s story reminds us that with the right support, every learner can rewrite their future.

If you’ve ever wondered why some students seem to “get” reading more easily than others—or why comprehension struggles persist even when decoding improves—this episode is for you. Join us for a dynamic, eye‑opening conversation with Dr. Tiffany Hogan, one of the most respected voices in literacy education and a leading expert on oral and written language development. Dr. Hogan brings clarity, warmth, and deep expertise to a topic every educator needs to understand: Oral language is the foundation of all literacy. Long before children ever pick up a book, they are developing the linguistic systems that will shape how they read, write, think, and communicate. And that development doesn’t stop when school begins—it continues to evolve through every interaction, every read‑aloud, every conversation, and every exposure to written language. During this lively discussion, Dr. Hogan explores: Why oral language begins before birth —and what that means for early learning How vocabulary, syntax, pragmatics, and listening comprehension work together to support reading Why the traditional “word gap” narrative misses the strengths children bring to school How to move beyond deficit thinking and recognize the linguistic richness in every student How read‑alouds bridge the “age gap” between what students can decode and what they can understand The remarkable, bidirectional relationship between reading and oral language Whether you teach early childhood, elementary, or secondary students, this episode will deepen your understanding of how language develops—and how to nurture it in ways that accelerate literacy for all learners, including those with Developmental Language Disorder, dyslexia, and other language-based differences. Tune in and be inspired by a researcher, clinician, and advocate whose work is reshaping how we think about reading. Dr. Hogan reminds us that when we honor the complexity and beauty of oral language, we give students far more than literacy skills—we give them the power to learn, connect, and thrive.

During this episode of EDVIEW360, we welcome Dr. Ann P. Kaiser , renowned professor at Vanderbilt University and one of the nation’s leading experts on early language development. With decades of groundbreaking research, Dr. Kaiser has illuminated how the earliest years of language learning—long before children enter school—lay the foundation for reading and academic success. Her work bridges developmental psychology, linguistics, and education, offering educators and administrators a holistic framework for understanding how language, cognition, and environment interact to shape learning outcomes. Listeners will gain practical insights into how responsive adult-child interactions, linguistically rich environments, and intentional teaching strategies can transform early language development and, ultimately, reading proficiency. Dr. Kaiser’s contributions have not only advanced the science of reading but also provided educators with actionable tools to support diverse learners from the start. Listeners will learn: Why language development in the first three years is a powerful predictor of later reading success How biology and environment interact to influence children’s language growth The role of responsive, linguistically rich adult-child interactions in accelerating development Practical strategies for supporting oral language skills in preschool and early elementary classrooms How early language differences can signal later reading challenges such as dyslexia or developmental language disorders Ways educators can strengthen oral vocabulary, syntax, and phonological awareness to support struggling readers How social-emotional and cognitive development are intertwined with language learning Why intentional teaching of language foundations is essential for equity and long-term student achievement

Join author and respected mathematics expert Dr. John Woodward for a provocative look at how technology—from microcomputers to AI—has shaped, challenged, and often overpromised its impact on math education. Drawing on decades of research and classroom experience, Dr. Woodward explores how shifts in computing power, curriculum design, and student motivation has influenced what we teach, how we teach it, and why it matters. This session will begin by drawing on historical trends in educational computing to today’s much discussed and possibly overhyped promise: Can AI tutor students in math in ways that match if not exceed human capabilities? Parallels to this kind of promise can be found during the last 45 years since microcomputers emerged in education in the early 1980s. Dr. Woodward will also drill down into what tutoring and curriculum mean in light of AI. What You’ll Learn How technology has historically influenced math instruction—and what’s different about AI Why motivation and mindset matter more than ever in today’s tech-saturated classrooms Why tutoring students who are struggling with this week’s material in math is a different issue from meeting the instructional needs of students who are months or years behind grade level What educators should consider before adopting AI tools for math learning

During this insightful episode of EDVIEW360, literacy expert Dr. Antonio Fierro joins us to unpack the critical role of Multi-Tiered System of Supports (MTSS) frameworks in ensuring explicit, Structured Literacy instruction reaches every learner. Dr. Fierro provides a clear, operational definition of language and explains the importance of embedding oracy across all language systems and across all tiers of instruction. His perspective highlights why collaboration between language and literacy is not optional—it is foundational to building equitable systems that serve all students. Listeners will gain a deeper understanding of how Structured Literacy can be implemented with fidelity across Tier 1, Tier 2, and Tier 3 instruction, and why oracy, when intentionally embedded, is foundational to reading proficiency. With a special emphasis on English learners, Dr. Fierro challenges educators to rethink how language and literacy intersect, and how intentional, evidence-based practices can transform outcomes for diverse classrooms. What You’ll Learn How a clear, operational definition of language strengthens MTSS by promoting coherence and consistency across Tier 1, Tier 2, and Tier 3 instruction Why oracy must be intentionally embedded across language systems and instructional tiers, rather than treated as a standalone or developmental component How Structured Literacy instruction, when aligned with oracy, better supports reading proficiency—particularly for English learners Practical ways educators can foster meaningful collaboration between language and literacy to improve outcomes for all students

In this powerful episode, two of the most respected voices in literacy education—Dr. Louisa Moats and Dr. Tim Odegard—come together to discuss the urgent need for systemic change in how reading is taught, understood, and supported across the U.S. Drawing from decades of research, policy work, and classroom experience, they explore the persistent gaps between what science tells us about reading and what many educators are still expected to implement. Their conversation is candid, evidence-based, and deeply rooted in a shared commitment to literacy as a civil right. Dr. Moats reflects on the evolution of her work, including the impact of her seminal paper “Teaching Reading Is Rocket Science,” and the barriers that continue to prevent widespread adoption of structured literacy. Dr. Odegard brings a complementary perspective from his leadership at the Tennessee Center for the Study and Treatment of Dyslexia, highlighting the importance of teacher preparation, data transparency, and the moral imperative to serve all learners—including those with dyslexia. Together, they challenge assumptions, clarify misconceptions, and call for courageous leadership at every level of education. Listeners will walk away with a renewed understanding of what it means to teach reading well, and a renewed understanding of what is necessary to capitalize on the lessons of reading science.. This episode is essential for educators, administrators, policymakers, and advocates who want to move beyond buzzwords and toward meaningful, measurable change. What Dr. Moats and Dr. Odegard will discuss: Why “Teaching Reading Is Rocket Science” remains relevant today Priorities for improving implementation of evidence-aligned instruction Why higher education holds the key to sustaining literacy reform and preparing future teacher educators What the national landscape of dyslexia laws reveals about progress—and what’s still missing in impact research Why current policies overemphasize foundational print skills while neglecting morphological and etymological depth in spelling and word study How oral language and comprehension continue to be overlooked in screening, curriculum adoption, and teacher preparation What Kansas and Ohio’s systemic literacy blueprints teach us about building coherent, statewide literacy systems

Join this fascinating discussion about intensive intervention and how educators can best help students who struggle with literacy, including English learners. Our guest Dr. Elsa Cárdenas-Hagan will share inspiring and useful insights about the topic. As Cárdenas-Hagan says, “Literacy is a human right, and all students, including those who are linguistically diverse, should have access to Structured Literacy.” Our discussion about this instructional approach will illustrate how it is the bridge to equity, because it includes the foundational skills of reading and writing in addition to the development of oral language and comprehension in an explicit and systematic manner. This lively discussion with Dr. Cárdenas-Hagan will explore: How students who struggle with learning to read need extended opportunities for learning and practice; Ways educators can appropriately intervene at Tier 2 and Tier 3; How multilingual learners benefit from the use of cross-linguistic features within this instructional approach. Listeners will learn: Adjustments all teachers can make for ELLs How to apply research to practice How to collaborate for better results and better outcomes Why more interdisciplinary work is needed in intervention

Join us for this insightful and inspiring discussion with a true literacy hero Margaret Goldberg, co-founder of The Right to Read Project. During this podcast, we’ll talk with Goldberg about the next step in the science of reading movement: Educators moving from research consumers to active research participants. While there’s been progress bringing research awareness to classrooms, we now face a moment where the future of reading science depends on practitioner involvement. This episode examines how educators have moved from implementing prescribed practices to actively seeking evidence-based approaches, and why this momentum can’t stagnate. With uncertain federal support for education research, we must bridge the “last mile” between research and practice—the phase that matters most to students and teachers. Drawing from personal experiences, this episode reveals what it means to move from research consumer to research contributor, including the moments that change how educators view and engage with scientific evidence. We’ll discuss research-to-practice partnerships and how thinking like a scientist can change classroom implementation. Listeners will learn: Where the science of reading movement stands today Why this isn’t another pendulum swing in education The importance of bridging the “last mile” between research and practice What it feels like to move from research consumer to active participant Practical steps for joining research-to-practice partnerships How to approach classroom implementation with a scientific mindset Why practitioner involvement is essential for sustaining progress Strategies for participating in science Essential listening for educators, administrators, and literacy advocates ready to help shape the future of reading instruction and ensure research continues to benefit students in classrooms.

The “science of reading” often gets reduced to “phonics,” but there’s a lot of science that relates to reading comprehension as well. If we look at typical comprehension instruction through the lens of cognitive science, it becomes clear that we’ve unintentionally made reading and writing much harder than they need to be by separating them from each other and from content-area instruction. But cognitive science also tells us that a content-rich curriculum combined with explicit, manageable writing instruction can provide all the benefits of science-informed instruction and more. If we break down the artificial walls separating reading, writing, and learning, we can enable all students to reach their full potential. Listeners will learn: Why we need to do more than “fix phonics” if we want all students to become fully literate How we’ve been making reading and writing harder than they need to be Why it’s not possible to apply principles grounded in cognitive science to typical comprehension instruction How a content-rich curriculum combined with explicit writing instruction can provide all the benefits of science-informed instruction—and more

Join us for this informative and enlightening podcast as we delve into the complexities and nuances of the Simple View of Reading (SVR). Our distinguished guest, Dr. Wesley Hoover, will explore how SVR remains a foundational cognitive theory that effectively captures the critical relationship between language comprehension and word recognition in determining reading comprehension. Dr. Hoover will discuss the key elements of the SVR, clarifying its purpose as a cognitive theory rather than a mere description or heuristic. Our conversation will reveal common misconceptions about reading, emphasizing that while it may seem simple, the interplay of its two critical components—word recognition and language comprehension—reveals a much richer complexity. Dr. Hoover will also introduce the Cognitive Foundations Framework (CFF), an extension of the SVR that expands our understanding of the skills and abilities required for achieving effective reading. Whether you’re a teacher, an administrator, or simply passionate about literacy, this podcast offers a deeper understanding of what it truly means to learn to read, the cognitive capacities involved, and how we can better support learners on their journey. Listeners will learn: An understanding of the SVR and its importance in reading comprehension research The complexities and limitations of the SVR, including some unanswered questions about reading skills and development The roles of word recognition and language comprehension as the two essential proximal capacities necessary for reading success Details about the Cognitive Foundations Framework (CFF) and how it serves to expand the SVR’s insights about reading skills Effective strategies and approaches for reading instruction and remediation based on the insights derived from the SVR and CFF Practical applications for educators and parents to better support learners and foster reading proficiency Tune in for this thought-provoking conversation that will challenge assumptions and celebrate the intricacies of reading! Listeners will leave with a richer understanding of the cognitive foundations of reading and how to apply this knowledge in various educational contexts.

Join us for this fascinating discussion with David Kilpatrick, Ph.D., who has spent most of his career studying how we learn to read and the most effective ways to teach literacy. Dr. Kilpatrick explains how, with the right knowledge and tools, teachers can change lives because most word-level reading problems are correctable, and if we start early, preventable. The discussion will focus on how children learn to read and remember words and why some children struggle. Understanding the nature of word-level reading development and word-level reading problems will guide assessment, instruction, and intervention. Dr. Kilpatrick will emphasize how helping educators establish a knowledge base allows them to implement more effective instructional and intervention practices. Listeners will learn: How students turn unfamiliar words into familiar and instantly accessible written words Why some students struggle in remembering written words How to help students who struggle in word-level reading And more!

In this insightful episode, we sit down with Dr. Maria Murray, CEO of The Reading League, to explore the transformative impact of evidence-aligned literacy instruction. Passionate about ensuring all students have access to effective reading education, Dr. Murray shares her journey, discusses the science of reading, and highlights why early intervention is key—especially for students struggling with dyslexia or learning English. Join us as we uncover: The importance of early intervention and how it shapes literacy success How The Reading League is helping educators shift to evidence-aligned instruction Strategies to support struggling readers , including those with dyslexia Practical guidelines and tools for educators looking to improve reading outcomes This is a must-listen for educators, school leaders, and literacy advocates dedicated to making reading instruction accessible, equitable, and impactful. Listen now and be part of the conversation on literacy transformation

Join us for this fascinating discussion about literacy, struggling secondary readers, and how to structure the Multi-Tiered System of Supports (MTSS) to give adolescents their best opportunity to catch up to grade level and move toward a successful future. Our guest, Michelle Elia, a nationally recognized literacy professional development provider and advocate for adolescent literacy, will discuss key components of MTSS at the secondary level and will share ways teachers can plan for successful literacy interventions. With inspiring direction, Elia will discuss challenges and successes from the field following her work in Ohio schools. Listeners will learn: Critical components of MTSS, specifically at the secondary level How to leverage assessment data to determine student skill deficits The importance of aligning interventions with student needs Instructional practices that can be implemented in core instruction across content areas to prevent further reading difficulties and support struggling readers We hope you’ll join us for this informative and applicable presentation!

Supporting older, novice readers requires more than just phonics or comprehension strategies—it demands a multicomponent intervention approach. Students need structured instruction in vocabulary, syntax, text processing, and writing when working with complex texts. But for this to be effective, intervention must be intentional, well-planned, and fully supported. During this episode, Dr. Mitchell Brookins, a nationally recognized literacy practitioner, shares insights from a middle school in New Orleans, where a multicomponent intervention transformed how students engaged with rigorous texts. He breaks down why successful intervention isn’t just about what happens in the classroom—it also requires: ✅ A Structured Framework —A clear instructional model that ensures students get explicit, systematic instruction in vocabulary, syntax, text processing, and writing. ✅ Intentional Text Selection —Choosing texts that are both rigorous and accessible, ensuring they build students’ literacy skills while maintaining engagement. ✅ A Strong Coaching System —Teachers need consistent guidance and professional learning to sustain and refine their instructional practices—intervention is too vital for teachers to navigate alone. If you’re working with older struggling readers, this episode will challenge conventional approaches to intervention and equip you with the tools to help students succeed with complex texts—no matter their starting point.

Join us as we talk with Lindsay Kemeny, a parent, elementary school teacher, and author of, 7 Mighty Moves . In this inspiring and eye-opening discussion, Kemeny shares her journey into science-based reading after her son was diagnosed with dyslexia and depression. Kemeny will discuss the key changes she made in her classroom after taking a deep dive into effective literacy instruction. As this conversation explores the intricacies of effective reading instruction supported by comprehensive research, Kemeny shares evidence-based “moves” that will give you a road map to elevate your teaching practices. Through real-world examples and interactive discussions, this conversation will help you build confidence in your reading instruction. We’ll explore: Research-backed methodologies for effective reading instruction Practical, evidence-based teaching moves Ways to develop confidence in reading instruction

Join us for an enlightening episode of EDVIEW360 Realizing the Promise of Reading Science by Staying the Course , where we bring together two pivotal figures in literacy education, Dr. Reid Lyon and Dr. Louisa Moats. These nationally recognized literacy experts share their invaluable insights about teaching children to read, addressing the intricate balance between what we know and what we practice. They’ll offer their views on progress in the field, and what else needs to happen to ensure widespread implementation of informed teaching that will lead to lasting gains for all students. During this compelling conversation, Dr. Lyon and Dr. Moats reflect on the progress made in understanding the science of reading, the barriers that still exist in translating replicated scientific findings into practice, and the solutions required to overcome these barriers. They delve into the complexities of decision-making in education, emphasizing the need for informed, evidence-based practices. Despite significant advancements, they acknowledge the ongoing gap in teacher knowledge and training, calling for a clinical model that fosters mentorship, collaboration, and feedback based on the development and implementation of a common professional language. Listeners will gain an understanding of Dr. Lyon's “10 Maxims” of practice derived from research as well as the basis for Dr. Moats's “speech to print” approach to instruction. The discussion will also highlight successful programs and initiatives that are paving the way for a brighter future in literacy education. This episode is a must-listen for educators, administrators, and anyone passionate about closing the gap between literacy research and practice. Tune in to be inspired and equipped with actionable strategies to advance literacy and give every child the confidence and right to read.