In this episode, we (Mark Raffler and Statia Davey) sit down with Dr. Sharon Vaughn, the Manuel J. Justice Endowed Chair in Education and Executive Director of the Meadows Center for Preventing Educational Risk at the University of Texas at Austin. Drawing on her extensive work with the Michigan Dyslexia Research Network, Dr. Vaughn shares her deep expertise on how we can best meet the needs of all learners under Michigan’s K-12 Literacy and Dyslexia Law. This conversation moves past the buzzwords to look at the heart of structured literacy, the evolving nature of the science of reading, and practical ways to support students who struggle with decoding.

Here are some highlights from our conversation:

Moving Beyond Dyslexia Myths: Dr. Vaughn helps us understand that dyslexia isn't simply about seeing letters or words backwards in fact, many young children naturally reverse letters as they learn positionality. Instead, educators should look for significant hurdles in phonological awareness, slow acquisition of word reading, and extreme challenges with spelling.

The Science of Reading as an Evolving Field: Much like the science of nutrition, our understanding of how the brain learns to read is constantly refined by new research. Dr. Vaughn emphasizes that while some students seem to learn to read "automatically," every student benefits from the explicit, systematic, and organized instruction that is absolutely essential for students with dyslexia.

Structured Literacy is for Everyone: Dr. Vaughn explains that structured literacy isn't just a specialized tool for students with dyslexia, it is a comprehensive "umbrella" that benefits every learner in the classroom. By integrating phonics and fluency with the ultimate goal of comprehension, educators can use a single, cohesive framework. She breaks down the "I do, we do, you do" sequence, showing how this explicit model gives every student the opportunity to practice new skills while receiving the immediate, supportive feedback they need to succeed

The "Secret Sauce" of Instructional Success: One of the most powerful things a teacher can do is use data-based instruction. Dr. Vaughn encourages educators to be "data processing machines" who use screenings, progress monitoring, and everyday observations to refine their teaching and provide quick, targeted support in those small classroom moments.

We closed the interview by asking for Dr. Vaughn's top resource picks. She highlighted the wealth of materials available at the Meadows Center (meadowscenter.org) and spoke highly of the book Structured Literacy Interventions Teaching Students with Reading Difficulties, Grades K-6, by Louise Spear-Swerling describing it as a valuable and accessible resource for teachers.

Check out our podcast resource page for all the links! We wrap up this episode by asking you to share your thoughts on future podcast topics your voice matters! Please visit bit.ly/LLCNtopics to let us know what you want to hear more about.

All resources in this LLCN Brief (and future podcasts) can be found at: bit.ly/LLCNresources2526.

Subscribe to the Literacy Leadership and Coaches Network podcasts here: https://podcasters.spotify.com/pod/show/llcnbrief or your favorite podcast platform.

Please note the audio used as an introduction and in transitions in this podcast is under the Creative Common License and attribution is given as follows:

Medicine by WinnieTheMoog Link: https://filmmusic.io/song/6256-medicine

License: http://creativecommons.org/licenses/by/4.0/

In this episode, we (Mark Raffler and Sarah Shoemaker) welcome back Kent ISD mentor & author, Dr. Julia Lindsey. Julia’s latest book: “Small Groups, Big Results: Evidence-Based Routines to Get Every Child Reading" is the topic of today’s podcast. Dr. Lindsey offers practical, research-backed insights into transforming small group instruction from a frustrating logistical hurdle into a powerful engine for student growth.

Here are some highlights from our conversation:

Lead with Data, Not Logistics: Instead of filling a mandatory time block or sticking strictly to guided reading levels, Dr. Lindsey encourages teachers to use data to define a highly specific purpose for every group. By identifying exactly what a student needs next—such as a specific phonics skill like the "ch" digraph—instruction becomes laser-focused, allowing teachers to provide the density of practice and immediate feedback required to move the needle.

Embrace Flexibility in Grouping and Timing: Small groups should be fluid and dynamic rather than stagnant fixtures in the classroom. Dr. Lindsey suggests that the structure of these groups should reflect the "reality" of the students' developmental stage; for example, kindergarteners may benefit more from several seven-minute "touch points" throughout the day rather than one long, unsustainable block of independent station time.

The "See Something, Teach Something" Mindset: One of the most impactful "small swaps" Dr. Lindsey recommends is moving away from a "wait and see" approach for struggling students. By intervening explicitly the moment a gap is noticed, teachers can prevent small challenges from spiraling into significant reading hurdles later on.

Integrate Knowledge with Comprehension Strategies: For older readers (second grade and up), Dr. Lindsey notes that comprehension strategies are most effective when paired with building content knowledge. Instead of teaching a strategy like "retelling" in isolation, she suggests leveraging small groups to help students access the complex texts and topics already being explored in the whole-class curriculum

Concluding with our normal podcast protocol, we ask for resources for educators to learn more about Small Group Instruction. Check out our podcast resource page for all the links!

We wrap up this episode by asking listeners to share your thoughts on podcast topics - your voice matters! Please visit bit.ly/LLCNtopics to tell us what you want future podcasts to focus on in relation to literacy.

All resources in this LLCN Brief (and future podcasts) can be found at: bit.ly/LLCNresources2526 Subscribe to the Literacy Leadership and Coaches Network podcasts here: https://podcasters.spotify.com/pod/show/llcnbrief or your favorite podcast platform.

Please note the audio used as an introduction and in transitions in this podcast is under the Creative Common License and attribution is given as follows:Medicine by WinnieTheMoogLink: https://filmmusic.io/song/6256-medicineLicense: http://creativecommons.org/licenses/by/4.0/

In this episode, Mark Raffler and Bridget Rieth connect with longtime Kent ISD mentor & author, Ellin Oliver Keene. Ellin’s book, research, and leadership around student engagement inform the topic of today’s podcast. Engaging Children addresses the ongoing challenges and payoffs of centering student engagement as a foundational priority in classrooms and schools. Regardless of grade level or curriculum, students who connect to classroom experiences in meaningful ways are more likely to retain and reapply their learning. Engaged students want to show up and want to learn. They have a greater sense of belonging in the school community and are more able to connect their learning to the outside world in which they live.

Ellin Keene discusses defining and teaching engagement, student-centered practices and ownership, and measuring, discussing, and prioritizing engagement within required curriculum.

Here are some highlights from our conversation:

Engagement is Essential for Retention and Reapplication: The data on learning loss without engagement is "shocking," showing that only between 15% and 20% of kids will carry learning forward if they are not engaged. Educators must prioritize engagement because it directly determines whether students retain and reapply knowledge across time intervals.

Distinguish Between Teacher Motivation and Student Ownership: Motivation is often perceived as something adults do to children, while engagement is something students own, work on, and reconnect themselves with. Teachers need to move away from being constant promoters and instead teach students how to be metacognitive about their engagement, enabling them to recognize when they are disengaged and take action to re-engage.

Utilize the Four Pillars of Engagement: The four pillars-Intellectual Urgency, Emotional Resonance, the Aesthetic World, and Perspective Bending-provide educators and students with a common, shared language for discussing true engagement. Educators should talk about engagement spontaneously and in a planned way, literally naming the type of engagement when it emerges in the classroom to help students wield it as a powerful learning tool.

Student Choice and Ownership is Critical: Choice serves as a hallmark of a student-centered classroom that yields better results. Without choice throughout their day, students are unlikely to remember and reapply what they are taught, which creates tension when teachers must adhere closely to required scripts. Utilizing materials that students love and aesthetically respond to is a powerful way to foster engagement and ownership.

Prioritize Fidelity to the Standard Over Materials: Educators are critical thinkers who should use their artistry to make discerning decisions, supplementing or replacing required tasks, like repetitive graphic organizers, that cause student disengagement. Teachers should also focus on skills grounded in research and adjust instruction accordingly.

Concluding with our normal podcast protocol, we ask for resources for educators to learn more about Engaging Children, Igniting a Drive for Deeper Learning. Check out our podcast resource page for all the links!
We wrap up this episode by asking listeners to share your thoughts on podcast topics - your voice matters! Please visit bit.ly/LLCNtopics to tell us what you want future podcasts to focus on in relation to literacy.

All resources in this LLCN Brief (and future podcasts) can be found at: bit.ly/LLCNresources2526

Subscribe to the Literacy Leadership and Coaches Network podcasts here: https://podcasters.spotify.com/pod/show/llcnbrief or your favorite podcast platform.

Please note the audio used as an introduction and in transitions in this podcast is under the Creative Common License and attribution is given as follows:Medicine by WinnieTheMoogLink: https://filmmusic.io/song/6256-medicineLicense: http://creativecommons.org/licenses/by/4.0/