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This week on the podcast, I'm joined by educators from PS152Q in Queens to talk about what it really looks like to shift a school toward structured literacy. We dive into how their team moved away from practices that weren't serving all students and began building a literacy block grounded in explicit phonics, intentional routines, and strong Tier 1 instruction. What makes this conversation so powerful is that it's not theoretical—it's the story of teachers and leaders doing the hard work in real classrooms, navigating challenges, analyzing data, and watching students begin to thrive as instruction becomes clearer and more aligned.
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Amerika Syarikat
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EPISOD LAIN DALAM PODCAST INI
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 re ...
In this episode, I sit down with Treasa 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.
Thi ...
In this episode, I sit down with speech-language pathologist Sydney Bassard to unpack one of the most powerful (and often misunderstood) tools in literacy instruction: spelling error analysis.
Together, we explore how spelling, reading, and writing are deeply interconnected—and why looking beyo ...
If your students can decode CVC words but completely shut down when they see fantastic or instruction, this episode is for you.
In today's conversation, we dig into what really helps students read multisyllabic words — and it's not just memorizing syllable types.
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Penafian: Podcast dan karya seni yang dibenamkan pada halaman ini adalah daripada Amie Burkholder, yang merupakan hak milik pemiliknya dan tidak bergabung dengan atau disokong oleh Listen Notes, Inc.
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