To the Classroom: Conversations with Researchers & Educators
Jennifer Serravallo
Jennifer Serravallo interviews leading literacy researchers and scholars about their work. In each episode, she's joined by colleagues from her consulting team, teachers, and coaches, to talk about practical strategies for bringing the research to the classroom.
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Top 10 To the Classroom: Conversations with Researchers & Educators Episodes
Goodpods has curated a list of the 10 best To the Classroom: Conversations with Researchers & Educators episodes, ranked by the number of listens and likes each episode have garnered from our listeners. If you are listening to To the Classroom: Conversations with Researchers & Educators for the first time, there's no better place to start than with one of these standout episodes. If you are a fan of the show, vote for your favorite To the Classroom: Conversations with Researchers & Educators episode by adding your comments to the episode page.
20. Dr. Tim Rasinski -- Fluency Instruction, and Blending the Art and Science of Reading
To the Classroom: Conversations with Researchers & Educators
10/02/23 • 39 min
Today’s guest is Dr. Tim Rasinski. We’ll talk about his newest book, Artfully Teaching the Science of Reading, along with several of his recently published studies that offer ways to support students’ fluency development through the use of poems and Reader’s Theater. This conversation is packed with ideas you’ll be able to use right away. After my converstion with Dr. Rasinski, I’m joined by four of my colleagues – Darren, Lainie, Macie, and Gina – where we’ll share our responses, ideas, and further questions.
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For more information about Jennifer Serravallo, to read transcripts of any episode, or to learn about inviting Jen's colleagues to work in your school or district, visit her website: www.jenniferserravallo.com
For more information about Tim's Book, Artfully Teaching the Science of Reading, click here.
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About this episode's guest:
Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He's published numerous best-selling books with Teacher Created Materials and Shell Education, and has also authored books for Scholastic. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research . Dr. Rasinski is the first author of the fluency chapter for the Handbook of Reading Research.
Dr. Rasinski served a three year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Dr. Rasinski is past-president of the College Reading Association and he has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010, Dr. Rasinski was elected into the International Reading Hall of Fame.
Prior to coming to Kent State, Timothy Rasinski taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska. Tim is a veteran of the US armed forces.
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Special thanks to Alex Van Rose for audio editing this episode.
18. Dr. Peng Peng -- Comprehension Strategy Instruction: What Strategies and Most Effective for Older Struggling Readers?
To the Classroom: Conversations with Researchers & Educators
09/18/23 • 41 min
My guest today is Dr. Peng Peng, co-author of a recently-published meta-analysis that examined the role of strategy instruction with struggling readers in grades 3-12. The analysis sought to understand which strategies, and which strategy combinations, are most important to prioritize in a time-crunched intervention setting. Later, I’m joined by my colleague Elisha Li for a conversation about practical takeaways for the classroom.
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Read a full transcript of this episode, and learn more about the show at https://www.jenniferserravallo.com/podcast
More about Peng Peng’s research on working memory
More on the Effectiveness of Multi Stratergy Reading
Dr. Kintsch’s ReadingComprehension Model
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More about Dr. Peng Peng:
Dr. Peng Peng's research aims to bridge cognitive psychology and special education. He is interested in embedding high-level cognitive skills training into academic instructions for children with severe learning difficulties. In particular, he has been working on projects to design instruction that can incorporate cognitive strategy, meta-cognition, and reading skills. Another line of his research is meta-analysis that examines reading and mathematics learning across cultures and languages. Currently, he is working on several meta projects to investigate the bidirectional relation (and mechanism) between general cognition and learning during development.
Dr. Peng Peng's work has been published in journals including Psychological Bulletin, Review of Educational Research, Journal of Educational Psychology, Journal of Learning Disabilities, Educational Psychology Review, Learning and Individual Differences, Exceptional Children, Scientific Studies of Reading, Child Development Perspectives, Journal of Special Education, Learning Disability Quarterly, and Journal of Experimental Child Psychology. He is the recipient of 2018 Early Career Award from International Dyslexia Association, the associate editor of Reading and Writing, and serves on the editorial board of Psychological Bulletin, Review of Educational Research, Journal of Educational Psychology, Journal of Learning Disabilities, Learning Disabilities Research and Practice, and Annals of Dyslexia.
Special thanks to Alex Van Rose for audio editing this episode.
Support this show: https://www.buymeacoffee.com/TotheClassroom (https://www.buymeacoffee.com/TotheClassroom)
27. Dr. P David Pearson -- Developing a Research-Informed Reading Curriculum and Literacy Block
To the Classroom: Conversations with Researchers & Educators
11/20/23 • 75 min
Today's guest is none other than THE Dr. P David Pearson. Usually I approach guests with a topic in mind, but because Dr. Pearson had just written on just about every topic there is to write about in the field of literacy education, I asked him what he wanted to discuss. He said: "how to design an ideal literacy block aligned to research." I love the topic and I hope you will too. As always, I'm joined by colleagues in the second half of the episode today. It's Gina Dignon and Macie Kerbs to talk about practical takeaways for the classroom. It's a long episode, but worth every minute.****
Click to read a full transcript of this episode, and learn more about the show, and Jennifer Serravallo.
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P. David Pearson is an emeritus faculty member in the School of Education at the University of California, Berkeley, where he served as Dean from 2001-2010. His current research focuses on literacy history and policy. He also holds an appointment as a Professor of the Graduate School and is the Evelyn Lois Corey Emeritus Chair in Instructional Science.
Prior to coming to Berkeley in 2001, he served as the John A. Hannah Distinguished Professor of Education in the College of Education at Michigan State and as Co-Director of the Center for the Improvement of Early Reading Achievement. Even earlier, he was Dean of the College of Education, Co-Director of the Center for the Study of Reading, and Professor of Curriculum and Instruction at the University of Illinois. His initial professorial appointment was at the University of Minnesota in Minneapolis from 1969-1978.
He has been active in professional organizations, serving ILA and NCTE in many capacities (including the IRA Board of Directors and currently Chair of the Research Panel), both the NRC and NCRE as President, and the American Association of Colleges of Teacher Education as a member of the Board.
Awards include the 1989 Oscar Causey Award for outstanding contributions to reading research from the NRC and the 1990 William S.Gray Citation of Merit. for his contributions to theory, research, and practice from the IRA. In 2004, he received the Alan Purves Award from NCTE for the Research in Teaching Englisharticle most likely to influence practice, and in 2005, the Albert J. Harris Award from IRA for scholarship on reading difficulties. In 2006, the University of Minnesota honored him with the Alumni Outstanding Achievement Award, the highest non-academic award given at the University, for his contributions to educational research and practice. In 2010, he received the AERA Distinguished Contributions to Research in Education Award. In 2003, he was elected to membership in the National Academy of Education (NAE) and in 2009 to membership as a Fellow of the AERA. In 2012, the Literacy Research Association (formerly the NRC) created the P. David Pearson Scholarly Influence Award to honor scholarship that impacts literacy practice.
His 300+ books, articles and chapters, written with over 300 co-authors, appear in a range of outlets for a wide range of audiences—teachers, scholars, and policy makers.
Professor Pearson received his B.A. in History from the UCBerkeley, after which he taught elementary school in California and went on to complete his Ph.D. in Reading Education at the U of Minnesota. He completed post-doctoral study at the U of Texas, Austin and Stanford University.
Special thanks to Alex Van Rose for audio editing this episode.
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10. Dr. Tanya Wright -- Vocabulary Development, Knowledge Building, and Comprehension
To the Classroom: Conversations with Researchers & Educators
04/24/23 • 36 min
Today’s guest is Dr. Tanya Wright whose research and writing focus on vocabulary and knowledge-building, and comprehension. She’ll help us think about how to infuse vocabulary instruction into before, during, and after reading activities to move from passive word learning such as just parroting back a dictionary definition, to active processing where readers really engage with words to understand them more deeply. We’ll talk about what research says about explicitly teaching word meanings, and what research has shown about effective strategy instruction for vocabulary development. Later, I’m joined by my colleague Macie Kerbs for a discussion of how we can bring this research to the classroom.
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To learn more about this podcast, see the first season's guests, read full transcripts and blog responses from listeners, and read more about Jennifer Serravallo and her work, visit www.jenniferserravallo.com/podcast
Check out Dr. Wright's most recent professional book for teachers about vocabulary instruction here.
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About this episode’s guest:
Tanya S. Wright is an associate professor of Language and Literacy at Michigan State University. Wright is a former kindergarten teacher whose research and teaching focus on curriculum and instruction in language and literacy during the early childhood and elementary years. Her research examines instructional practices that promote oral language, vocabulary, and knowledge development for young children. Wright is co-author of several books for teachers and parents. Her work has been published in many scholarly journals, has been funded by the multiple foundations. In 2012 she was the winner of ILA’s Outstanding Dissertation Award in 2012, and is now the Senior Editor of The Reading Teacher. She’s the lead author of the open access SOLID start curriculum and the leader of 55 open access PD videos at literacyessentials.org.
Special thanks to Scotty Sanders for audio editing this episode. https://www.scottysandersmedia.com/
9. Dr. Rachael Gabriel -- Teacher Quality, High Quality Instructional Materials, and What Research Shows Makes the Biggest Difference in Supporting Early Literacy Growth
To the Classroom: Conversations with Researchers & Educators
04/17/23 • 31 min
Today’s guest is Dr. Rachael Gabriel. We’ll talk about the newly published book, How Education Policy Shapes Literacy Instruction, which includes chapters she authored and co-authored and which she edited. Specifically, we’ll explore the history of studies relating to teacher quality and instructional materials, and what research shows makes the biggest difference in supporting early literacy growth. Later, I’m joined by my colleagues Macie Kerbs and Molly Wood for a conversation about practical takeaways.
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To learn more about this podcast, see the first season's guests, read full transcripts and blog responses from listeners, and read more about Jennifer Serravallo and her work, visit www.jenniferserravallo.com/podcast
More information on How Education Policy Shapes Literacy Instruction
Read the Annenberg report about considerations for high quality professional learning (link to actual studies can be found within this report).
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About this episode’s guest:
Rachael Gabriel is Professor of Literacy Education at the University of Connecticut. She is author of more than fifty refereed articles, and author or editor of six books for literacy teachers, leaders and education researchers, including the newly published How Education Policy Shapes Literacy Instruction which we'll be talking about today. Rachael currently teaches courses for educators and doctoral students pursuing specialization in literacy. She serves on the editorial boards of journals focused on literacy, education research and education policy, and has served on the boards of the International Literacy Association and Reading Recovery Council of North America. In addition to experience as a classroom teacher and reading specialist, Rachael holds graduate certificates in both quantitative and qualitative research methods. Rachael’s research is focused on: literacy instruction, leadership and intervention, as well as policies related to teacher development and evaluation. Her current projects investigate: supports for adolescent literacy, state literacy policies and discipline-specific literacy instruction.
Special thanks to Scotty Sanders for audio editing this episode. https://www.scottysandersmedia.com/
31. Dr. Leala Holcomb -- Equitable Literacy Instruction for Deaf and Hard of Hearing Students
To the Classroom: Conversations with Researchers & Educators
01/29/24 • 49 min
My guest today is Dr. Leala Holcomb, a researcher of deaf education at the University of Tennessee, Knoxville, who accepted my invitation to teach us all about what true equity and inclusion looks like when supporting deaf children’s language and literacy development. At Dr. Holcomb’s request, I interviewed them in writing via a collaborative online document, and I have hired a voice actor, Ginna Hoben, to read Dr. Holcomb’s words for this podcast interview. As with all episodes, a transcript of this episode is available at my website, JenniferSerravallo.com/podcast.***
To read a transcript and see the instructional videos referenced in the episode: www.jenniferserravallo.com/podcast (and click on the thumbnail of this episode).
For more about Dr. Holcomb: https://www.lealaholcomb.com/
To read more about being deaf in a mainstream school, Dr. Holcomb recommends Rachel Zemach's book The Butterfly Cage and her website.
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Leala is a researcher of deaf education at the University of Tennessee, Knoxville. Lealawas a former educator of deaf children in an early childhood program, which inspired the creation of Hands Land. Hands Land is a non-profit organization that promotes language play through signed rhyme and rhythm. Leala has collaborated on initiatives in Viet Nam, Hong Kong, Morocco, and Rwanda as the deaf education expert. Leala providesprofessional development to teachers nationally and internationally on a wide range of topics pertaining to deaf education. Leala is currently a Co-Editor of the special issue, “Translanguaging in Deaf Communities” in the Languages journal and an Associate Editor for the Journal of Deaf Studies and Deaf Education journal. Leala won several awards for their work as an early career researcher and got invited to be a keynote presenter at several conferences. Leala is specifically interested in exploring deaf-centered ways of teaching and learning.
Thank you to Alex Rose for audio editing this episode.
2. Dr. Maryanne Wolf -- The Reading Brain, Digital Reading, Reading Engagement, and Dyslexia
To the Classroom: Conversations with Researchers & Educators
02/27/23 • 37 min
Today I welcome Dr. Maryanne Wolf for a conversation about the incredible reading brain: what happens in neural circuitry when we are reading words accurately, the many different ways to read, and her important thoughts on how to cultivate true reading engagement in children—and in ourselves. Later, I’m joined by my colleagues Gina Dignon, Molly Wood, and Lea Mercantini-Leibowitz, to talk about implications for the classroom.
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Read a full transcript of this episode and learn more about the show at jenniferserravallo.com/podcast
Learn more about Dr. Wolf, her books Reader Come Home and Proust and the Squid, her global literacy work, and her intervention for dyslexic students at her website.
More on the Singapore study Dr. Wolf mentions here.
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More about this episode's guest:
Maryanne Wolf is a scholar, a teacher, and an advocate for children and literacy around the world. She is the Director of the newly created Center for Dyslexia, Diverse Learners, and Social Justice at the UCLA Graduate School of Education and Information Studies. Previously she was the John DiBiaggio Professor of Citizenship and Public Service and Director of the Center for Reading and Language Research in the Eliot-Pearson Department of Child Study and Human Development at Tufts University. She is the author of Proust and the Squid: The Story and Science of the Reading Brain (2007, HarperCollins), Dyslexia, Fluency, and the Brain (Edited; York, 2001), Tales of Literacy for the 21st Century (2016, Oxford University Press), and Reader, Come Home: The Reading Brain in a Digital World (August, 2018, HarperCollins).
Special thanks to Scotty Sanders for audio editing this episode. https://www.scottysandersmedia.com/
A quick end-of-year announcement from Jen Serravallo
To the Classroom: Conversations with Researchers & Educators
12/17/23 • 3 min
An end-of-year announcement from Jen Serravallo, host of To the Classroom Podcast.
Listen to any episodes you missed, or read a full transcript at jenniferserravallo.com/podcast
Please rate or review the show to support!
More episodes in Jan 2024.
1. Dr. Kelly Cartwright -- The Active View of Reading Framework and the Role of Executive Skills in Reading Comprehension
To the Classroom: Conversations with Researchers & Educators
02/20/23 • 39 min
Today’s guest is Dr. Kelly Cartwright. We’ll talk about her invaluable work around executive skills, and the ways that these important skills undergird reading engagement and comprehension. We’ll also discuss her 2021 paper with Dr. Nell Duke titled “The Science of Reading Progresses” about The Active View of Reading framework, which incorporates current research on executive skills and explains critical “bridging processes” connecting word reading and language comprehension. Later, I’m joined by my colleagues Darren Victory and Lainie Powell for a conversation about practical takeaways.
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Read a full transcript of this episode and learn more about the show at jenniferserravallo.com/podcast
Cartwright's Active View of Reading Paper
Cartwright's new book, Executive Skills and Reading Comprehension, 2e, is now available from Guilford who is offering a 20% discount. Just enter code AF2E at checkout!
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About this episode’s guest:
Kelly Cartwright is a professor of psychology, neuroscience, and teacher preparation at Christopher Newport University where she teaches undergraduate and graduate courses in cognitive development, language, and literacy processes and instruction. She mentors and advises undergraduate students in psychology, neuroscience, linguistics, and teacher preparation; and graduate student pre-service educators. Kelly has provided professional development for teachers across the US and throughout Virginia. Her research focuses on the nature of skilled reading comprehension and the factors that underlie comprehension difficulties from preschool through adulthood in order to find appropriate interventions to serve those who struggle to understand text. Her articles have appeared in journals such as Journal of Research in Reading, Contemporary Educational Psychology, the Journal of Literacy Research, the Journal of Child Language, Early Education and Development, and the Journal of Educational Psychology. Her most recent book, Executive Skills and Reading Comprehension, was published with Guilford in 2015.
Special thanks to Scotty Sanders for audio editing this episode. https://www.scottysandersmedia.com/
23. Dr. Elizabeth Sulzby -- Emergent Literacy and Language Development
To the Classroom: Conversations with Researchers & Educators
10/23/23 • 23 min
My guest today is Dr. Elizabeth Sulzby whose research focus is on early language and literacy development in Pre-Kindergarten. She talks about research studies she did with preschoolers in NYC years ago where teachers do repeated readings of storybooks—even those with complex language and story structure—and study children’s rereadings and retellings. These studies formed the basis for her emergent reading classification scheme. We also talk a bit about emergent writing development in prekindergarten and its parallels to reading development. Later, I’m joined by my colleagues Gina Dignon and bilingual educator Clarisa Leal for a conversation about practical takeaways for young children and multilingual learners.
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Read a full transcript of this episode and learn more about Jennifer Serravallo.
AccessEmergent Literacy: Writing and Reading
More on Dr. Sulzby’s KLP Literature Program
The Reading Strategies Book 2.0
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More about this episode’s guest:
Elizabeth Sulzby is best known for her pioneering work in emergent literacy. Prior to coming to the University Michigan in 1986, Sulzby was associate professor with tenure at Northwestern University. During 1996-97, she was a visiting professor at Leiden University, the Netherlands, where she collaborates with A.G. Bus and Marinus H. Van IJzendoorn in studies of attachment and emergent literacy. She received her Ph.D. from the University of Virginia and her M.Ed. from the College of William and Mary. She did post-B.A. study in philosophy at Harvard University after receiving her B.A. in philosophy and English from Birmingham-Southern College.
Sulzby is the author, with W. H. Teale, of Emergent literacy: Writing and Reading, and has published her research on children's emergent reading and writing development in numerous journals. Her studies of emergent bookreading and emergent writing have been conducted with diverse groups of children aged 2-7, including African American, Spanish-English bilingual immigrant, Appalachian, and European American children.
Research in emergent literacy has led Sulzby in a number of related directions. She has studied the transition from emergent to conventional literacy, designing techniques for assessing literacy from toddlers to early elementary grades in a manner consistent with emergent literacy insights. Her studies, with Bus, van IJzendoorn, Teale, and Kaderavek have bridged the parent-child intervention studies and children's independent emergent readings.
Her research has been funded by the Spencer Foundation, NIE/OERI, the Research Foundation of NCTE, and by various computer and software companies, including IBM, Apple Computer, and Jostens. Sulzby is a Fellow in the APA and NCRLL and has served on many editorial and research review boards. Recently, she served on OERI's advisory group for a center for early literacy agenda, NCEE's New Standards Primary Literacy Panel and was a member of the National Academy of Sciences/National Research Council's Committee on the Prevention of Reading Difficulties in Young Children (Snow, Burns, & Griffin, 1998).
Special thanks to Alex Van Rose for audio editing this episode.
Support this show:(https://www.buymeacoffee.com/TotheClassroom)
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FAQ
How many episodes does To the Classroom: Conversations with Researchers & Educators have?
To the Classroom: Conversations with Researchers & Educators currently has 36 episodes available.
What topics does To the Classroom: Conversations with Researchers & Educators cover?
The podcast is about Education For Kids, Kids & Family, Inspirational, Literacy, Research, How To, Podcasts and Education.
What is the most popular episode on To the Classroom: Conversations with Researchers & Educators?
The episode title '30. Chris Wenz -- Autism and Literacy' is the most popular.
What is the average episode length on To the Classroom: Conversations with Researchers & Educators?
The average episode length on To the Classroom: Conversations with Researchers & Educators is 40 minutes.
How often are episodes of To the Classroom: Conversations with Researchers & Educators released?
Episodes of To the Classroom: Conversations with Researchers & Educators are typically released every 7 days.
When was the first episode of To the Classroom: Conversations with Researchers & Educators?
The first episode of To the Classroom: Conversations with Researchers & Educators was released on Feb 9, 2023.
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