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

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 

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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...

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 f...

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: 

Throughout the conversation, Marianne shares practical ways teachers can evaluate and adjust their current curriculum without starting from scratch. 

The big takeaway: small instructional sh...

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:

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...

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 an...

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:

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:

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:

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 teache...

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 instructio...

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:

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:

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:

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 al...

Episode 243

Jamey Peavler discusses the importance of recognizing the varied learning needs of students in all grades! She emphasizes the distinction between comprehension and word recognition skills, advocating for differentiated instruction to better support each student's unique learning journey.

Key Takeaways

Episode 242

In this episode, Carl Hendrick emphasizes the critical role of timely feedback in the educational process, highlighting how immediate responses to misconceptions can significantly enhance student learning. He discusses the challenges teachers face in providing effective feedback and the importance of checking for understanding, interleaving, and retrieval practice to ensure that students grasp the material being taught.

Check out this resource we made just for you to accompany the content in this episode! Evidence-Based Practices to Make Learning Stick One-Pager 

Key Takeaways

Episode 241

Nancy Hennessy and Julia Salamone discuss the often-overlooked topic of syntax and its critical role in reading comprehension. With Melissa & Lori, they discuss the architecture of sentences, the importance of understanding parts of speech, and the interconnectedness of syntax and meaning. The conversation highlights effective teaching strategies, the challenges posed by complex sentences, and the necessity of integrating background knowledge for comprehension. Nancy and Julia share practical instructional moves, emphasizing the need for explicit instruction and cognitive preparation to enhance students' understanding of sentence structures.

Takeaways

Episode 240

Primary teacher Meghan Hein shares how she keeps the text front and center of learning. She discusses the shift from a skills-based focus to an approach where meaning-making drives instruction. The conversation highlights practical strategies for teachers to build knowledge through texts and create a more authentic learning experience. Meghan's insights reflect a commitment to continuous learning and adapting teaching practices to better serve students' needs.

✨ You’ll definitely want to listen to the podcast that inspired this conversation! Episode 37 with Sue Pimentel and Meredith Liben dives into their article Placi...

Episode 37 

The article Placing Text at the Center of the Standards-Aligned ELA Classroom is a must-read — before or after you listen to this episode!

Meredith Liben and Sue Pimentel join us to unpack the true intentions behind the Common Core State Standards and how they’ve sometimes been misinterpreted in practice. They share what they’ve observed in classrooms and schools — both when high-quality instructional materials (HQIM) are in place and when they’re not.

We also ask them some tough (and important!) questions:

Episode 239 

Experts Doug Lemov, Colleen Driggs, and Erica Woolway join Melissa & Lori to tackle one of the biggest questions in teaching today: What happened to reading whole books in school? From the pull of digital distractions to the rise of skill-focused instruction, they explore why diving into full texts matters more than ever. You’ll hear inspiring ideas for making books come alive in the classroom, the magic of read-alouds, and the power of close reading. Plus, each guest reveals their favorite book to teach. Reading entire books ignites curiosity, builds stamina, and so much mor...

Episode 238 

What if the “secret sauce” to reading big words isn’t just syllables, but also morphemes? In this episode, Melissa Orkin and Alex Osburn share why morphology is essential, especially in grades 3–6, and how it bridges word reading, vocabulary, and comprehension.

They dig into practical strategies for teaching morphology, from explicit routines to vocabulary activities like the Frayer model, and show how to weave it all into real texts so students connect meaning to print in powerful ways. You’ll hear how morphology instruction can be integrated with content areas, supported by oral langua...

Episode 237 

Teachers know the challenge: students hit multisyllabic words and suddenly reading slows down. In this episode, researchers Jessica Toste and Brennan Chandler share research-based routines that make multisyllabic word reading easier, more automatic, and more effective. You’ll hear practical strategies rooted in the research to help your students tackle big words!

📚 Resources Mentioned

Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com.

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Episode 236

Catlin Goodrow discusses her role as a literacy coach and interventionist for older students, focusing on assessing student needs, implementing effective interventions, and the logistics of providing support in the classroom. She shares insights on decoding challenges, comprehension strategies, and the importance of engaging students with appropriate texts. She also emphasizes the significance of flexibility in instruction and offers practical tips for teachers to support struggling readers. Check out her new book 'Reading Beyond the Routines,' which provides research-informed strategies for teaching literacy in grades 2 through 6.

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