About Literacy Edventures

What does it actually mean for a student to know a word?

In this episode, I sit down with Dr. Margaret McKeown, whose groundbreaking research has shaped how educators understand vocabulary instruction, reading comprehension, and deep word knowledge.

We move beyond vocabulary lists, definitions, and Friday quizzes to talk about what robust vocabulary instruction really looks like—and what it takes for students to understand words deeply enough to recognize, use, and apply them across contexts.

What makes a decodable text effective—and does “decodable” have to mean boring?

In this episode, I sit down with author and educator Sue Marasciulo to talk about her journey from the classroom to creating Pat & Pals, a graphic novel series designed to give developing readers the practice they need without sacrificing engaging stories.

We talk about what Sue learned from working with struggling readers and students with dyslexia, why she chose graphic novels as the format for her decodable books, and what teachers should really be looking for when choosing and using decodable texts.

For years, teachers have been told to meet students where they are—find their instructional reading level, put them in a just-right text, and group them with other students reading at a similar level.

But what if that approach is actually limiting how much students can learn?

In this episode of Route2Reading, I sit down with literacy researcher and author Dr. Tim Shanahan to talk about reading levels, small-group instruction, grade-level text, and what the research actually tells us about supporting struggling readers.

Tim brings nearly 60 years of experience in reading education to this conversation—as a classroom teacher, reading specialist, professor, researcher, and former Director of Reading for Chicago Public Schools.

In this episode, I sit down with Dr. Louisa Moats, one of the leading voices in reading research and literacy education, to talk about her journey from feeling completely unprepared to teach students with reading difficulties to becoming a lifelong advocate for science-based reading instruction.

Dr. Moats shares the experiences that shaped her work—from her early years as a teacher and psychologist to her doctoral research, work with leading reading researchers, and the development of LETRS Professional Development. We talk about what we already know about how children learn to read, why that knowledge still hasn't consistently made its way into teacher preparation and classrooms, and what it will take to move education toward becoming a true profession driven by science.

We also get practical as Louisa shares what she would look for if she walked into a primary classroom tomorrow, why spelling deserves far more attention, and the advice she would give to teachers entering the profession for the first time.

In this episode, I sit down with Dr. Brennan Chandler, Assistant Professor of Dyslexia at Georgia State University, to talk about how schools can move beyond simply collectingliteracy data and actually use it to make better instructional decisions.

We dig into what a meaningful data deep dive looks like—from looking at schoolwide benchmark data to identifying grade-level patterns, examining specific subtests, and ultimately determining what instruction students actually need.

Why do so many literacy initiatives start with excitement but struggle to produce lasting results?

In this episode, I dive into one of the most common literacy mistakes happening in schools today: disconnected instruction.

Too often, Tier 1 instruction, small groups, intervention, tutoring, and progress monitoring all operate as separate systems. Teachers are working incredibly hard, but when instruction isn't aligned, students are left trying to navigate different routines, expectations, and approaches throughout the day.

The problem usually isn't a lack of effort—and it isn't always the program.

The problem is often the system.

Join me as I explore why alignment matters more than effort, how consistent instructional routines support struggling readers, and what schools can do to create a more cohesive approach to literacy instruction.

Before you start buying new resources, rewriting your literacy block, or planning every detail of next year, there is one thing that matters more than all of it: reflection.

In this episode, I share why the most effective teachers don't begin summer planning by searching for new programs or activities. Instead, they start by examining what actually worked, what didn't, and which instructional routines truly supported student growth throughout the year.

If you've ever felt pressure to completely reinvent your literacy instruction every summer, this episode will help you step back, simplify, and focus on what matters most.

In this episode of the Route2Reading Podcast, I sit down with Maya Smart to explore how we can build stronger, more meaningful partnerships between schools and families to support early literacy.

Maya brings a powerful parent perspective to this conversation, helping us rethink how we communicate with families, what parents truly need to know, and how we can better invite them into the literacy process.

We talk about shifting from “sending work home” to building real partnerships, simplifying communication, and helping parents understand not just what to do—but why it matters.

In this episode of the Route2Reading Podcast, I sit down with Pryor (Orton Gillingham Mama) to talk about how parents can support their young readers at home using simple, effective, and realistic strategies.

Drawing from her experience as both an Orton-Gillingham educator and a mom, Pryor shares what actually makes a difference—and what doesn’t—when it comes to helping children learn to read.

We break down what parents need to understand about how reading develops, how to make the most of just 10 minutes a day, and how to support children emotionally when reading feels hard.

If you’re a parent, or you work with families who want to help but aren’t sure how, this episode will give you clear, doable next steps.

In this episode of the Route2Reading Podcast, I sit down with Katie Pace Miles to unpack one of the biggest challenges in early literacy—why phonemic awareness and phonics instruction don’t always translate into real reading and spelling success for struggling readers.

Katie shares insights from her extensive work in literacy research, teacher education, and intervention, along with the development of her program, Reading Ready. We dig into what’s often missing in classroom instruction, how to intentionally build transfer from sounds to words, and what effective, efficient instruction actually looks like in real classrooms.

In this episode, I sit down with Teresa Bowe, an educator from Ireland, to talk about literacy instruction across countries. We unpack the differences between Ireland and the U.S., what’s contributing to teacher overwhelm, and what actually matters most when it comes to supporting students.

This conversation is a good reminder that we don’t need to do more—we need to be more intentional with what we choose to focus on.

If you’ve ever thought, “My students just can’t write,” this episode is for you.

Writing is one of the most misunderstood parts of literacy instruction — and often one of the most frustrating for teachers and students alike.

In today’s conversation with Barbara Friedlander, we unpack what’s really happening beneath the surface when students struggle with writing — and what actually makes a difference.