Podcast
Melissa & Lori Love Literacy ® | Science of Reading for Teachers
Hosted by Supported by Great Minds · EN
Melissa & Lori Love Literacy® is a science of reading podcast for teachers who want to understand how reading really works and what that means for classroom instruction.
Each month, Melissa & Lori explore topics in reading instruction by talking with researchers, authors, and classroom teachers who are bringing reading research into their classrooms.
Melissa & Lori are like the teachers next door, now behind the mic. They learn alongside listeners and ask the same questions educators everywhere are asking: What does the research say about reading? What does strong literacy instruction actually look like in real classrooms? Through these conversations, the podcast helps bridge the gap between reading research and day-to-day teaching.
Episodes explore topics including phonemic awareness, phonics, fluency, vocabulary, comprehension, writing, spelling, reading intervention, and other key areas of structured literacy instruction.
Melissa & Lori help teachers think through what reading research can look like in their own classrooms.
11episodes
Episodes
Newest firstAll episodes
Research-Based Shifts to Strengthen Phonemic Awareness with Marianne Rice
1w ago00:48:03Tap to summarizeEpisode 253In this episode, we talk with Marianne Rice about key findings from a Tennessee report examining how well early literacy materials align with research on phonemic awareness and early reading instruction. Marianne walks us through five essential practices that can help teachers make the most of their instructional time: focusing on phoneme-level workusing articulatory gesturesconnecting phonemic awareness to printbeing mindful of instructional timeprioritizing blending and segmenting.Throughout the conversation, Marianne shares practical ways teachers can evaluate and adjust their current curriculum without starting from scratch. The big takeaway: small instructional shifts, especially connecting sounds to print and focusing on blending and segmenting, can have a big impact on helping students become strong readers and spellers.Resources Kindergarten and First-Grade HQIM Alignment with Research on Code-Focused Instruction: Tennessee Early Literacy Report (referenced in the episode)5 Focus Areas for Phonemic Awareness (printable)44 Phonemes (video): Learn how to pronounce the 44 phonemes in the English alphabet (from Rollins Center for Language and Literacy)Word Chains for Decoding and Encoding Practice: An overview on how to make and use word chains to teach decoding and encoding (from UFLI) What Works Clearinghouse Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd GradePhonemic Awareness: A Meta-Analysis for Planning (need ILA access) Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com.Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
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Supporting Readers as Texts Get More Complex with Luke Morin
4w ago00:57:47Tap to summarizeEpisode 252What actually happens when students encounter a complex text?In this episode, we’re joined by Luke Morin to discuss his article "Wading Into the Deep End: What Reading Actually Requires When the Text Gets Hard." Luke shares a powerful classroom moment where students applied reading strategies before tackling a tough text and still couldn’t make sense of a single sentence. That experience led him to rethink what it really means to teach reading.In this conversation, we explore:Why using strategies doesn’t guarantee understandingHow text complexity is shaped by the interaction between text, reader, and taskWhat collective close reading looks like in practiceHow to provide “lily pad” supports without rescuing studentsLuke challenges the idea that comprehension can be reduced to checklists or isolated skills. Instead, he offers a vision of instruction that prepares students to wade into deep water with support, intention, and growing independence.RESOURCES"Wading Into the Deep End: What Reading Actually Requires When the Text Gets Hard" by Luke Morin"A Lily Pad, in Practice" (Collective Close Reading Sample)"Why Mastery Doesn't Matter" by Luke Morin "The Surprising Power of the Humble Worksheet" by Luke MorinLooking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com.Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
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[Listen Again] Why Knowledge Matters for Comprehension with Daniel Willingham & Barbara Davidson
May 1501:01:12Tap to summarizeEpisode 139As we continue our focus on comprehension this month, we’re revisiting one of our most essential conversations.In this episode, we explore a foundational truth about reading: comprehension depends on knowledge.We’re joined by cognitive scientist Daniel Willingham, who explains why background knowledge is one of the strongest drivers of reading comprehension and why strategies alone can’t compensate for gaps in knowledge.We also talk with Barbara Davidson, Executive Director of the Knowledge Matters Campaign, about the role strong, knowledge-building curriculum plays in helping students access complex text.Whether this is your first listen or a return, this episode remains foundational.ResourcesKnowledge Matters Campaign website Books by Daniel WillinghamReading Rockets Q&A with Daniel WillinghamLooking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com.Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
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To Read Stuff, You Have to Know Stuff with Kelly Gallagher
May 800:55:59Tap to summarizeEpisode 251One of the most consistent findings in reading research is this: how much you know determines how far you can go as a reader.In this episode, we’re joined by Kelly Gallagher, author of To Read Stuff, You Have to Know Stuff, to explore why knowledge is central to comprehension and what that means for classroom instruction.Kelly helps us rethink the long-standing emphasis on isolated reading strategies and instead focus on building knowledge at multiple levels: word, sentence, passage, article, and book.Kelly offers clear examples and practical thinking that will help you reflect on how knowledge is built over time and how we can design instruction that goes deeper, not just wider.RESOURCESTo Read Stuff, You Have To Know Stuff by Kelly GallagherKelly Gallagher’s Article of the Week Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com.Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
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Vocabulary Strategies to Boost Word Learning with Melissa Cheesman Smith, Savannah Campbell, & Tim Rasinski
Apr 2401:01:29Tap to summarizeEpisode 251In this episode, we’re joined by Tim Rasinski, Melissa Cheesman, and Savannah Campbell, authors of The Megabook of Vocabulary, to talk about practical, classroom-ready strategies that actually work. We dig into the biggest misconceptions about vocabulary instruction, where vocabulary words should come from, how many exposures a word truly needs, and how to move words from simple recognition to confident use in speaking and writing.You’ll hear about:Why morphology and generative vocabulary are more powerful than weekly word listsHow Word Ladders build decoding, spelling patterns, and vocabulary simultaneouslyHow to integrate fluency and vocabulary through repeated reading, Readers’ Theater, and performance-based routinesWhat “deep processing” really means—and why it makes words stick long termThis conversation bridges research and practice, showing how vocabulary connects to decoding, fluency, and comprehension in meaningful ways. If you’re looking for high-impact routines that support all learners. This episode will leave you with actionable ideas you can use right away.Vocabulary doesn’t have to feel overwhelming. It can be powerful, generative, and deeply connected to everything else we teach.Resources Megabook of Vocabulary (Free Printable Resource aligned to this episode!) Megabook of Vocabulary (Book) Tim Rasinski's Website + ResourcesLooking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com.Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
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[Listen Again] Ten Vocabulary Moves Backed by Research with Blythe Anderson
Apr 1700:47:31Tap to summarizeWhat does the research really say about effective vocabulary instruction—and how can we translate it into daily classroom practice?In this episode, we’re joined by literacy expert Blythe Anderson to unpack vocabulary moves grounded in research that make a measurable difference for students. From intentional word selection to meaningful student talk, Blythe shares practical, classroom-ready strategies that help educators move beyond “word of the week” and into instruction that builds deep, lasting word knowledge.Together, we explore:Why explicit vocabulary instruction mattersHow to choose the right words to teachThe role of discussion and student engagementPractical routines that strengthen word learning across content areasHow to ensure vocabulary sticks for long-term comprehensionWhether you’re a classroom teacher, instructional coach, or school leader, this conversation will leave you with concrete, research-backed practices you can implement immediately.Tune in to learn how small, intentional shifts in vocabulary instruction can lead to big gains in student word learning and comprehension.Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com.Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
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The Research on Vocabulary Instruction with Margaret McKeown
Apr 1000:52:24Tap to summarizeEpisode 250In this episode, we’re joined by Margaret McKeown, a leading researcher in vocabulary and language development, to explore what effective vocabulary instruction really looks like in practice.Margaret helps us unpack common misconceptions about vocabulary teaching, including the pressure to ensure students “master” every word and the belief that vocabulary instruction must always be formal and pre-planned. She explains the power of informal instruction words “running through the classroom” and why repeated exposure over time supports deep word learning.We also dive into:What learning words in context actually means (and what it doesn’t)How to think about vocabulary tiers without treating them like a rulebookWhen vocabulary should be taught (before, during, or after reading)The connection between vocabulary knowledge and comprehensionBetter ways to assess vocabulary beyond traditional testsMargaret reminds us that vocabulary learning is more like climbing a ladder than crossing a finish line. Not every word requires deep instruction, but thoughtful, strategic choices can make a meaningful impact on comprehension.If vocabulary instruction has ever felt overwhelming, this conversation offers clarity, reassurance, and practical insight for making it manageable and effective.Looking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com.Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
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Small-Group Interventions That Actually Work with Kerry Cusick & Erin Sharon
Mar 2700:54:05Tap to summarizeEpisode 248There’s a saying we hear often in literacy work: you don’t want to try to intervene your way out of a Tier 1 problem. Real change happens when classroom instruction and small-group support are aligned.In this episode, we’re joined by Kerry Cusick and Erin Sharon, two reading interventionists, who share how aligning Tier 1 instruction with the small-group work they lead every day transformed both their approach and student outcomes. While their work lives in intervention, the routines and decision-making they describe are just as relevant for classroom teachers running small groups.In this conversation, we explore:What small-group intervention looked like before alignment and what had to changeHow clearer, more consistent Tier 1 instruction reshaped small-group teachingWhat responsive small-group lessons look like when they’re built around student needHow phonemic awareness, phonics, fluency, and meaning work together in small groupsWhy fluency matters and how routines move students from sounds to connected textKerry and Erin share practical examples from their MTSS work, including how they use data to form groups, align with classroom scope and sequence, and design small-group instruction that builds accuracy, automaticity, and meaning.RESOURCESSmall-Group Instruction Listening GuideBuilding Fluency with POSSUM with Melissa Orkin and Maryanne Wolf (podcast episode)Reading Universe Read Works Read Live Roll & ReadsUFLI KindergartenUFLI Grade 1 Neuhaus Education Center Rapid Recognition Chart Generator Crafting MindsLooking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com.Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
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[Listen Again] Maximizing Small-Group Reading Instruction
Mar 2001:06:19Tap to summarizeEpisode 143 This conversation remains one of our most downloaded episodes and for good reason.As we focus this month on small-group instruction, we’re revisiting this important discussion with a team of authors who published the article Maximizing Small-Group Reading Instruction.In this episode, we explore: • Why small-group reading instruction has been so widely adopted • What the research actually says about its effectiveness • Common misconceptions about small-group time • What makes small-group instruction purposeful and impactfulIf you’re rethinking how small-group time fits within strong Tier 1 instruction, or wondering how to make those minutes count, this episode offers research-informed clarity.ResourcesMaximizing Small-Group Reading Instruction Dr. Neena Saha’s Reading Research Recap of this research What Should Small Group Instruction Look Like? Tim Shanahan Reinterpreting the development of reading skills Scott Paris Applying New Visions of Reading Development in Today's Classrooms Kay Stahl Text Project with Freddy Hiebert Choice Words: How Our Language Affects Our Children’s Learning by Peter JohnstonLooking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com.Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
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Small Groups, Big Results with Julia Lindsey
Mar 1300:54:09Tap to summarizeEpisode 247Small-group instruction can feel powerful and overwhelming at the same time. Questions about grouping, time, routines, and impact come up constantly.In this episode, we’re joined by Julia Lindsey, author of Small Groups, Big Results, to talk about what actually makes small-group instruction work. Julia helps break down small groups into manageable, intentional practices that don’t require more time or complexity, just clearer purpose.In this conversation, we discuss:Why small groups don’t need to be long to have a big impactHow flexible, needs-based grouping supports student growthThe role of immediate, specific feedback in small-group readingPractical routines teachers can use right awayHow small-group instruction connects to Tier 1 teachingWhether you’re new to small groups or looking to refine your approach, Julia offers clarity, research, and realistic guidance.RESOURCESSmall-Group Instruction Listening GuideSmall Groups, Big Results: Evidence-Based Routines to Get Every Child Reading by Julia Lindsey Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills by Julia LindseyOther podcast episodes with Julia Lindsey: Science of Reading Part 1: Decodable Texts, Sound Walls, & the Aim of Early LiteracyScience of Reading Part 2: Decodable Texts, Sound Walls, & the Aim of Early LiteracyResearch-Based Routines for Developing Decoding Skills with Julia LindseyReaders' Theater: Easy, Effective, & Fun! with Chase YoungUFLI Foundations Toolbox FCRR Student Center ActivitiesLooking for more literacy support and resources? Explore all of our podcast episodes, free listening guides, and classroom tools at literacypodcast.com.Interested in bringing Melissa & Lori Love Literacy to your school or event? Email us at literacypodcast@greatminds.org.
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