Welcome to today’s episode, where we’ll be diving into the Science of Reading with our guest, Dr. Benjamin Powers. If you’re a parent, educator, or simply curious about how students learn to read, this episode is packed with insights on evidence-based reading instruction and how it can transform classrooms. Dr. Benjamin Powers is an educator, researcher, and thought leader who believes that cerebrodiverse learners should be embraced for their strengths and potential. Throughout his career, he has championed evidence-based approaches that recognize individual strengths, promote independent thinking, develop self-esteem and self-advocacy, and fuel academic achievement. In this episode, you’ll learn what the Science of Reading is and how decades of research can give teachers the tools that can truly empower them to improve outcomes for all students. One particularly eye-opening aspect of our conversation is how much researchers have learned about reading from studying individuals with reading and language-based learning disabilities.  Dr. Powers also shares about the systemic challenges educators face, from curriculum selection to a need for comprehensive teacher training in the Science of Reading. He believes each of these barriers presents an opportunity for positive change and encourages educators and parents to take small steps that will lead to meaningful improvements. Show Notes: [2:02] - Dr. Powers explains what the Science of Reading is and how it differs from other approaches in education. It is a combination of decades of research. [4:10] - The research of the Science of Reading has come from college departments of psychology, and there is a delay in getting the research to educators. [6:44] - Part of how we know so much about the reading brain, is because of those with disabilities. [8:49] - By bringing in evidence-based reading practices, teachers feel empowered and reading instruction outcomes are improved. [11:12] - Dr. Powers compares early intervention to learning a second language. [13:59] - Many words that students encounter early in school differ greatly from those in later grade levels when the language shifts to textbook, multisyllabic words. [17:56] - It is important for parents to ask questions. Some parents hesitate to ask questions to better understand instruction and curriculum. [19:40] - There are things that we can do as parents to help support reading instruction. [21:40] - Sometimes administrators are put into a tricky position as they evaluate and vet curriculum. [23:59] - Each barrier is an opportunity for change. [26:24] - One huge opportunity is for teachers to be trained in the Science of Reading, no matter what subject they teach. In every class, students are reading. [29:58] - A student’s ability is not a reflection on the teacher’s intention. [32:16] - Taking the first step is what starts a crucial change. About Our Guest: Dr. Benjamin Powers holds a Doctorate in Business Administration from Grenoble Ecole de Management, an Executive MBA from Rochester Institute of Technology, and a Bachelor of Arts from La Salle University. He is a Certified Dyslexia Practitioner, a member of the International Dyslexia Association, and an associate member of the Academy of Orton-Gillingham Practitioners and Educators. He is Executive Director of The Southport School and CoLAB, Director of Yale’s and UCONN Haskins’ Global Literacy Hubs, and President of The Dyslexia Foundation. He holds appointments in the Yale School of Medicine’s Child Study Center, and in the Departments of Psychology and Educational Psychology at UCONN.  Connect with Dr. Powers: Email: [email protected] Southport Schools Website Links and Related Resources: Episode 111: Overcoming Dyslexia and Addressing the Reading Crisis with Sally Shaywitz Episode 37: Literacy, a Social Justice Issue with Resha Conroy Dyslexia Improving Literacy Dyslexia Foundation Connect w