112. Routines for Reading Results with Dr. Sarah Brown & Dr. Kelly Powell-Smith

How long should a child struggle before we recognize that the instruction they're receiving simply isn't enough? Also, why are so many students with dyslexia still caught in cycles of intervention without meaningful progress? In this Dyslexia Awareness Month bonus episode, I'm joined by two returning guests, Dr. Brennan Chandler and Missy Purcell, who are joining forces through The Dyslexia Parent Project to help families and educators better understand how to advocate for effective literacy instruction. We're moving beyond conversations about dyslexia characteristics and myths to examine what happens when children enter the school system and begin showing signs of reading difficulties. From universal screening and MTSS to special education evaluations and individualized instruction, we explore where students fall through the cracks, as well as what we can do to change that. Brennan shares how schools can use curriculum-based measures, progress monitoring, and data-based decision-making to determine whether students are making meaningful progress. Missy brings her perspective as both a former educator and parent advocate, sharing real experiences of children spending years in intervention without receiving the support they need. We also unpack why simply making progress isn't necessarily enough, why the name of an intervention program matters less than how instruction is individualized, and what it really means to turn up the "dials" of instructional intensity. Key Takeaways How universal screening and Tier 1 data can help schools identify students who need additional support Why MTSS cannot be used to delay or deny an evaluation when a disability is suspected The difference between making progress and making meaningful progress toward grade-level expectations How curriculum-based measures (CBMs) can guide instructional decisions Why specially designed instruction must be individualized, intensive, and responsive to student data How educators can adjust instructional intensity when interventions aren't working How The Dyslexia Parent Project aims to equip families and educators with accessible information and support

Are we scaffolding complex texts for students — or unintentionally lowering the intellectual demands of what we ask them to do? Dr. Mitchell Brookins, author of Scaffolding Complex Texts joins the show to share how intentional planning and strategic scaffolding can help students navigate challenging texts, construct meaning, and engage in deeper intellectual work. For years, educators have been encouraged to match students with “just-right” texts. When students spend most of their time reading texts that don't challenge their thinking, expand their vocabulary, or expose them to sophisticated language and ideas – are we really stretching them? The goal, after all, is to develop readers who can think critically, integrate knowledge, make connections, and construct deeper understanding – because complexity is worth it. Key Takeaways: What distinguishes complex texts from grade-level and “just-right” texts Why relying too heavily on easier texts can limit opportunities for intellectual development What research and classroom experience suggest about engaging readers with challenging texts Why effective instructional planning begins with understanding the text, not filling out a lesson plan How to identify the most important moments, vocabulary, sentences, and ideas within a text How fluency, vocabulary, syntax, text structure, and writing work together to support comprehension

What happens when parents start fighting for every child's right to learn to read? I'm joined by Brett Tingley, President of Parents for Reading Justice, for a powerful conversation about parent advocacy, dyslexia, and the role families can play in transforming literacy instruction across the country. Brett's journey began as a mom searching for answers when her own child struggled to read. What started as an individual fight for appropriate instruction grew into a movement for systemic change — first within her local school district, then across Ohio, and now through a national network of parent advocates. We explore why Brett calls parents an "untapped lever" in literacy reform, how organized parent groups can influence school districts, legislation, and even teacher preparation programs, and why parent advocacy doesn't have to mean working against educators. In fact, parents and teachers can become some of each other's strongest allies. We also discuss the far-reaching consequences of reading difficulties, the importance of early dyslexia identification and intervention, and how families can move from awareness to meaningful action. Key Takeaways: How parents have unique power to influence literacy instruction and systemic reform The importance of holding teacher preparation programs accountable for evidence-aligned reading instruction How parents and educators can work together while keeping children's needs at the center Why dyslexia advocacy can help improve reading instruction for all students Practical ways parents can get involved, organize, and advocate for change in their own communities Free resources from Parents for Reading Justice, including Our Dyslexic Children, parent advocacy training, and opportunities to connect with other families

Phonics is foundational — but it's not the finish line! You've learned about phonemic awareness, phonics, and decodable text — but what happens when words get longer? When spelling gets more complex and sound alone doesn't tell the whole story? When students can read a word but don't fully understand how it works? There's a bigger picture of literacy to explore, and we want to help you connect the pieces! Introducing Beyond Phonics Club! 🎉 Sarah Paul and I created Beyond Phonics Club, our membership community for K-5 educators who want to deepen their understanding of the full picture of the Science of Reading so their students can become stronger readers, spellers, and word learners. Why a membership? When Sarah and I first launched Logos Literacy Academy, we created our Mastering Morphology course and our K–2 Morphology Course & Curriculum to help educators build their linguistic knowledge and bring meaningful morphology instruction into their classrooms. We quickly realized we wanted to offer something more than standalone courses. We wanted a place where professional learning didn't end when the video did. Where educators could ask questions, collaborate, share ideas, and continue growing alongside one another. And where the knowledge gained through professional learning was paired with practical lessons, routines, and resources that made classroom application easier. So, we've reimagined our platform and transitioned to a membership model! Beyond Phonics Club brings together our asynchronous course content, ready-to-use instructional resources, ongoing professional learning, live community calls, and collaborative support — all in one place. Inside the Club, we're exploring how morphology, oral language, decoding, spelling, vocabulary, grammar, syntax, and more work together to strengthen literacy instruction. The best part: This isn't about adding one more thing to your plate. It's about enhancing the instruction you're already doing by making meaningful connections across literacy. We believe educators deserve more than information. They deserve the tools, confidence, and community to put that information into practice. We'd love for you to be part of it! 👉 Explore Beyond Phonics Club & Join the Community Let's keep learning, growing, and connecting the pieces of literacy — together! -Michelle & Sarah Founders of Logos Literacy Academy Connect with Michelle: Visit: www.michelleandthecolorfulclassroom.com Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademy Join our Facebook Community Sign up for my Newsletter Shop on TPT: The Colorful Classroom For Phonics Resources, grab: The COLORFUL Phonics Toolkit

What if the English spelling system isn't nearly as irregular as we've been led to believe? What if the letters we sometimes call “silent” are actually telling us something important about a word's structure, identity, or history? Sue Scibetta Hegland, author of Beneath the Surface of Words: What English Spelling Reveals and Why It Matters joins the show for a fascinating conversation about what lies beneath the surface of English spelling. Sue shares how her son's experience with dyslexia sparked her journey into understanding the English spelling system and why learning to read and learning to spell don't always develop in the same way. We explore three foundational concepts: English spelling is structural, spelling reveals the identity of words, and written and spoken language are deeply connected yet distinct systems. Through examples like says, does, been, comfortable, and even leopard, Sue reveals how morphology, phonology, and etymology work together to make English spelling more understandable. We also discuss why graphemes don't always represent phonemes, the different roles of graphemic markers, and how Sue's thinking has evolved as she works on the second edition of her book. Plus, Sue shares insights from her conversations with renowned reading researcher Dr. Linnea Ehri, including the role of morphology in orthographic mapping and why morphological instruction doesn't need to wait until students are older. Key Takeaways: Morphology provides a structural framework for understanding English spelling Spelling preserves word identity, even when pronunciation changes Graphemes can serve purposes beyond representing phonemes Why phonology and morphology should be taught in parallel from the beginning Why teaching the English spelling system doesn't have to mean overwhelming young learners with complexity.