105. From Imposter Syndrome to Impact: A Literacy Coach's Journey & the Power of SRSD for Writing Instruction with Leah Ruesink

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.

All 50 states now have dyslexia legislation on the books. So why are so many students with dyslexia still caught in a “wait to fail” system? Dyslexia advocate, Missy Purcell joins the show to explore the gap between passing legislation and actually changing outcomes for students. Missy shares the deeply personal story of advocating for her own son after watching him go from a child excited to start school to one who was frustrated, anxious, and struggling. That journey, later featured in the Sold a Story podcast, ultimately led Missy from advocating for one child to helping families and educators navigate systems that too often fail to identify and support students early enough. We unpack what “wait to fail” really looks like in schools, what dyslexia legislation can and cannot accomplish, and why screening alone is never enough. Missy shares lessons from Georgia’s evolving dyslexia and early literacy legislation, including what can happen when well-intentioned laws encounter policies and systems that don’t fully reflect their intent. We also discuss the importance of early identification, Child Find and IDEA, the relationship between MTSS and special education evaluation, individualized intervention, teacher knowledge, and why a program alone cannot replace a highly trained, responsive educator. Most importantly, Missy makes the case that dyslexia advocacy does not have to be parents versus teachers. Meaningful change happens when families, educators, school leaders, policymakers, and communities work together – with urgency – to make sure children get what they need before they fail. Key Takeaways: What “wait to fail” actually looks like for a child Why dyslexia legislation is an important beginning, but not the finish line The role of early screening What can go wrong between legislation, policy, and implementation Why growth is not necessarily the same as closing the gap How parents and teachers can advocate alongside one another & how systems change requires the entire community to work together