In this episode, we chat with Dr. Katie Wolfe, Ph.D., an assistant professor of Early Childhood Special Education in the Department of Educational Studies at the University of South Carolina about data-based decision making.

In this episode, Dr. Carol Moxam shares with us her experience as an SLP running a writing lab for struggling students and discusses what teachers need to know about spelling instruction.

In this episode, we chat with Nancy Hennessey about her latest book, the Reading Comprehension Blueprint, and what teachers need to know about teaching this important skill.

Dr. White chats with Glean Education about some key takeaways for successful coaching in literacy instruction.

In this podcast, we chat with Dr. Jade Wexler, Associate Professor of Special Education at the University of Maryland, College Park about her research on improving co-teaching outcomes through professional development in comprehension instruction strategies delivered during content-area instruction.

This podcast episode was sponsored by Heggerty Phonemic Awareness. What’s Inside: In this episode, we chat with Dr. Adrea Truckenmiller, Assistant Professor at Michigan State University, about her research on screening middle...

This podcast episode was sponsored by Heggerty Phonemic Awareness. Listen in as we talk to Dr. Young-Suk Grace Kim, Ed.D., professor and senior associate dean of the School of Education at the University of California, Irvine about the importance of listening...

In this podcast, we chat with Dr. Tim Odegard about his research on universal screening data from three states with dyslexia screening laws.

In this episode, Dr. Katharine Pace Miles, Assistant Professor in Early Childhood Education at Brooklyn College, City University of New York.  Her research focuses on many different areas of literacy instruction including orthographic facilitation, sight word learning, assessment, and developmentally appropriate, highly engaging, explicit literacy instruction for emerging readers.

In this episode, we chat with Dr. James Booth and Marisa Lytle about their work at Vanderbilt University to make over 3000 brain imaging data sets available through Open Neuro to support reading and math development research.

In this episode, we chat with Dr. Maryanne Wolf, Director of the UCLA Center for Dyslexia, Diverse Learners, and Social Justice about the intersection between literacy instruction and social justice.

In this episode, we chat with Dr. Kit Mohr about letter recognition and handwriting instruction.

We chat with Dr. Jenny Wells and Jessica Miranda about their 2017 paper published in Language Teaching Research entitled  "Preparing special education teacher candidates to teach ELLs with disabilities: How well are we doing?".

We chat with researchers about their study on intensified instruction and data-based decision making.

In this episode, we speak with Emerson Dickman, JD about his role in creating the definition of dyslexia.

In this episode, we chat with Dr. Erin Washburn, assistant professor at the Department of Teaching, Learning, & Educational Leadership at Binghamton University in New York. We discuss her work on teacher knowledge in literacy and language instruction.

In this episode, we talk to Dr. Nadine Gaab of Harvard University about research on reading difficulties and the brain. Her recent focus revolves around education concerning early screening for reading difficulties and she shares tips for when and how schools and districts can implement screening to better support students before they fail and save huge amounts of money in the process.

In this episode, we chat with Dr. Hasbrouck about her recent research with Dr. Gerald Tindal (University of Oregon) where they released revised national reading fluency norms, an update to their 2006 research.

In this episode, we talk with Dr. Puglisi about her study, "The Home Literacy Environment is a Correlate, but Perhaps Not a Cause of Variations in Children's Language and Literacy Development".

In this episode, we chat with Vanderbilt University researcher, professor, and speech-language pathologist Melanie Schuele on the importance of direct, explicit phonological awareness in reading instruction particularly for students with reading difficulties.

In this episode, we interview two researchers in the area of Speech-Language Pathology, Tiffany Hogan (MGH) and Lauren Baron (University of South Carolina) about their study on the orthographic facilitation effect in students with dyslexia.

In this podcast, Glean Education's founder Jessica Hamman explains why she created this podcast.