Linda Rhyne: My Role as a Literacy Consultant

In this compelling episode of the Right to Read Initiative Podcast, Dr. Kathryn Garforth welcomes returning guest Dr. Moustapha Fall to explore the concept of "partial literacy"—a term coined by Dr. Fall himself. Together, they unpack the realities faced by children in Senegal and other African countries, where many grow up speaking their mother tongue but lack opportunities for reading and writing in it. The conversation contrasts this with literacy development in Western contexts, delving into the implications for bilingualism, educational success, and cultural preservation. Listeners will hear firsthand how colonial history and current language policies impact home and school literacy, the transfer of reading and writing skills between languages, and the unique challenges and opportunities for authentic language preservation in Africa. The episode also touches on ways to overcome partial literacy—emphasizing the importance of environmental and home literacy, community involvement, and designing orthographies that fit the distinctive needs of African languages. Join Dr. Kathryn Garforth and Dr. Moustapha Fall for an insightful discussion on language, identity, and the right to read.

Welcome to the Right to Read Initiative Podcast! In this episode, host Dr. Kathryn Garforth is joined by Dr. Antonio Fierro for an engaging discussion about supporting English language learners whose first language is Spanish. Building on Dr. Antonio Ferrero's personal story and professional expertise, the conversation explores the significance of understanding students’ linguistic backgrounds, the value of maintaining a child’s home language, and the unique challenges posed by transitioning from Spanish to English, particularly given the differences in orthographic transparency. Together, Dr. Kathryn Garforth and Dr. Antonio Fierro share insights on the cognitive demands faced by English learners, the importance of honouring their cultural and linguistic heritage, and practical strategies for educators to better bridge instruction across languages. Whether you’re a teacher, parent, or education enthusiast, this episode will deepen your appreciation for language learning and the critical role of intentional, inclusive support in the classroom.

Welcome to the Right to Read Initiative Podcast. In today’s episode, host Dr. Kathryn Garforth sits down with Dr. Antonio Fierro—a renowned educational linguist with a remarkable backstory. Growing up along the U.S.–Mexico border in a Spanish-speaking, high-poverty neighborhood, Antonio’s first literacy was in Spanish. His journey took unexpected turns, from mastering both Spanish and English as a child, to working in federal law enforcement, and ultimately to a career in education and literacy research. In this thought-provoking conversation, Antonio shares how his lived experiences shaped his understanding of language development, bilingualism, and the challenges faced by English learners. He reflects on the importance of respecting and maintaining home languages, the science of reading, his firsthand encounters with the school-to-prison pipeline, and his transition from law enforcement to the classroom. Along the way, he offers insights drawn from his research and work mentoring educators on how students can be empowered through intentional, explicit instruction—regardless of their linguistic background. Tune in to hear an inspiring personal story and gain a deeper understanding of the connections between language, literacy, and opportunity.

Join Dr. Kathryn Garforth as she welcomes back Dr. Martin Bloomfield for a thought-provoking discussion on the ethics of dyslexia, definitions and labeling, and how educational systems and technology shape outcomes for students with reading difficulties. Together, they delve into the impacts of terminology, cross-cultural definitions, and the hidden consequences of current accommodations and assistive technologies. The conversation highlights the pervasive effects of pathologizing language, systemic ableism, and how AI may perpetuate bias against those with dyslexia. Personal stories and global perspectives illustrate the generational trauma and social barriers faced by neurodiverse students and their families. This episode challenges listeners to reconsider common assumptions about inclusion, educational equity, and what ethical responsibility truly means in supporting all learners in our rapidly changing world.

Welcome to the Right to Read Initiative Podcast! In today’s episode, we are joined by Dr. Martin Bloomfield, a passionate dyslexia advocate and educator from England. Dr. Bloomfield shares his powerful journey from a struggling student who didn’t learn to read until his late teens, to becoming a university lecturer, accomplished researcher, and creator of innovative dyslexia resources. Together, we unpack his early school experiences marked by exclusion, bullying, and misunderstanding, and follow his path to self-discovery through the logic and structure of language. Dr. Bloomfield also discusses the importance of recognizing individual learning differences, the cultural context of education, and his mission to ensure that future generations of learners don’t endure the pain he faced. Join us for an inspiring and insightful conversation about resilience, the logic of English, and the drive to make education more inclusive for all. Meet Podcast Dr. Martin Bloomfield: Dr Martin Bloomfield has worked in the field of neurodiversity for over twenty years, helping organisations and educators create more inclusive environments. He received a British Council Commendation for Equality, Diversity and Inclusion, and co-founded the National Dyslexia in Business Awards with the National Federation of Enterprise Agencies. His work has taken him from a Centre for Social Justice roundtable on dyslexia to speaking at UNESCO in Paris, and even consulting on a UN White Paper.