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PODCAST

The Reading Instruction Show

Dr. Andy Johnson

The Reading Instruction Show is a podcast about reading instruction (and other things) with a little bit of attitude. There is plenty here to inform and entertain all. And, by the way, I"m not trying to sell any books. I don"t have any curriculum or programs to market. I don"t accept speaking fees. And, I don"t ever want to be a consultant.

education courses

All Episodes

13:58

Defining the Science of Reading

The Reading Instruction Show ·

2025/04/29

When somebody askes you, “What’s the Science of Reading?” what do you say? Is it a process? Is it a set of strategies? An approach or method? A reading program? A group or organization? In this chapter, I will attempt to define the Science of Reading. And notice that I’m using capital letters. This enables us to differentiate between a science of reading as one of several sciences of reading and the Science of Reading as a proper noun or title,The Science of Reading seems to refer to a

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19:07

What Elephants Can Teach Us About Reading Instruction

The Reading Instruction Show ·

2025/04/10

The really big point is this: It’s the semantic connections that are most important, not orthographic, graphemic, or phonemic connections. When you encounter the words ‘elephant’ you don’t connect with short /e/ words. You don’t activate words containing the /ant/ letter pattern or words with silent ‘ph’ blends. You connect with elephant things, regardless of the letter sounds or patterns.Just hearing the word ‘elephant’ brought some of the elephant things in your elephant schemata to

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19:07

What Elephants Can Teach Us About Reading Instruction

The Reading Instruction Show ·

2025/04/10

The really big point is this: It’s the semantic connections that are most important, not orthographic, graphemic, or phonemic connections. When you encounter the words ‘elephant’ you don’t connect with short /e/ words. You don’t activate words containing the /ant/ letter pattern or words with silent ‘ph’ blends. You connect with elephant things, regardless of the letter sounds or patterns.Just hearing the word ‘elephant’ brought some of the elephant things in your elephant schemata to

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16:18

The 3 Q-ing Systems: What it Isn't and Is

The Reading Instruction Show ·

2025/03/29

1. It’s not a strategy to teach students.2. It’s not a pedagogical strategy that teachers use.3. It doesn’t exclude phonics instruction.4. It doesn’t encourage children to use picture clues to figure out words.5. It’s not an approach to teaching reading.6. It’s not a method of “decoding” printed text.7. It’s not a “staple of early reading instruction”.8. It’s not whole language9. It doesn’t exclude explicit and systematic instruction.

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14:52

Metaphysicial Perspectives

The Reading Instruction Show ·

2025/03/24

In his book, Global Mind Change (1989), Willis Harman describes three views of reality which he calls metaphysical perspectives. Metaphysical here refers to ontology or the question of the origins of the universe and the nature of reality. These perspectives are materialistic monism, dualism, and transcendental monism.

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9:37

Belief Systems and Mental Sets

The Reading Instruction Show ·

2025/03/24

Why do we sometimes believe the unbelievable? Why is it our views are sometimes data-resistant? We like to think that reality determines our beliefs; however, at higher levels of belief systems, our beliefs determine reality. It's just the way of things.

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23:10

Being and Becoming Responsible Consumers of...

The Reading Instruction Show ·

2025/03/07

There’s a difference between (a) reading research related to reading instruction and (b) reading what others have said about research related to reading instruction. It’s important to know the difference. When you read research articles, you get to evaluate the methodology and interpret that data. When you read what somebody else has written about research, you must trust that their evaluation is fair, and their interpretation of the data is accurate. You are reliant on the relative clarity of

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6:52

The Psycholinguistic Guessing Game

The Reading Instruction Show ·

2025/02/25

This is what Ken Goodman wrote in 1967: “Reading is a psycholinguistic guessing game. It involves an interaction between thought and language. Efficient reading does not result from precise perception and identification of all elements, but from skill in selecting the fewest, most productive cues necessary to produce guesses which are right the first time. The ability to anticipate that which has not been seen, of course, is vital in reading, just as the ability to anticipate what has

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12:16

Whole Language and Evidence-Based Reading Instruction

The Reading Instruction Show ·

2025/02/23

In 1967, Ken Goodman published an article in Reading Research Quarterly with the title` Reading: A Psycholinguistic Guessing Game (Goodman, 1967). Here he applies Psycholinguistic Theory to the reading process. A pretty good article. I highly recommend reading it. However, two words have been pulled from the title ‘reading’ and ‘guessing’. These two words have become a Rorschach inkblot test for those who would disagree with or who don’t understand Dr. Goodman’s ideas. All sorts of dark and

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50:57

Conversation with Claude Goldenberg

The Reading Instruction Show ·

2025/02/18

This is a wonderful conversation that I had with Claude Goldenberg. He has different ideas about things but he is a delight to talk with.

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40:38

Interview with Joe Lockavitch

The Reading Instruction Show ·

2025/02/16

This is an interview with Joe Lackavitch

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10:40

The Music of Balaned Literacy Instruction

The Reading Instruction Show ·

2025/02/16

As said throughout this book: if you are against something, you should at the very least know a little somebody about that which you are against. SoR enthusiasts are often against something that isn’t. In this case, they are against what they call balanced literacy, but it certainly isn’t balanced literacy. It turns out that they’re against their un-understanding of balanced literacy. So let’s begin by defining our terms: Balanced literacy is merely balancing skills instruction with opportunities

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13:46

Whole-to-Part vs. Part-to-Whole Reading Instruction

The Reading Instruction Show ·

2025/02/09

Structured literacy is based on the idea that people learn complex things best by mastering each little part separately and then putting the parts together to create the whole. This is called part-to-whole instruction or Humpty-Dumptianism. Applied to reading, you would pull apart each of the eight strands of Scarborough’s reading rope, then teach all the little subparts related to each of the eight strands (one little subpart at a time) until all the eight strands and their corresponding subparts

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11:59

Ropes, Humpty Dumpty, and Systems Theory

The Reading Instruction Show ·

2025/01/20

The SoR is based on the simple view of reading (Cervettie, et. al, 2020; Duke & Cartwright, 2021; Hoffman, 2017). According to this theory, skilled reading is a result of decoding and language comprehension (Gough & Tunmer, 1986) (see Figure 9.1). In other words, you decode each word (sound it out) and then listen to the decoding occurring in your head. What could be simpler than this? Yes?Later iterations of this theory would change it slightly. Scarborough (2001) created his now

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11:59

Ropes, Humpty Dumpty, and Systems Theory

The Reading Instruction Show ·

2025/01/20

The SoR is based on the simple view of reading (Cervettie, et. al, 2020; Duke & Cartwright, 2021; Hoffman, 2017). According to this theory, skilled reading is a result of decoding and language comprehension (Gough & Tunmer, 1986) (see Figure 9.1). In other words, you decode each word (sound it out) and then listen to the decoding occurring in your head. What could be simpler than this? Yes?Later iterations of this theory would change it slightly. Scarborough (2001) created his now

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3:33

Little Timmy Learns to Read: A True Story

The Reading Instruction Show ·

2024/11/04

Phonics is important, but if that’s all you’re teaching, you limit students’ ability to recognize words and create meaning with print. And that is the end goal – to create meaning, not to fill out phonics worksheets, or pass end-of-unit tests, or sound out words in isolation

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10:58

Chilren of the Code: Hard-Wired to Learn Reading

The Reading Instruction Show ·

2024/11/03

I was having a discussion with a fellow online who insisted that early reading instruction should consist primarily of direct instruction of phonics. His argument was that unlike learning to use oral language, learning to use written language is not a natural process for humans. “We’re not wired to learn these skills” he insisted. “Reading is a uniquely human invention,” he said. According to him, children, starting around age 5 or 6, need lots of direct instruction of letter-sound relationships

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17:11

Defining the Science of Reading and SoR Research...

The Reading Instruction Show ·

2024/10/12

If you threw a rock into the middle of a pond but that rock was not a rock, can you still be said to have thrown a rock? Likewise, can a standard be said to be a standard if it is not standardized? We know that science is a good thing, and using science in reading instruction is a good thing. But what exactly is meant by the “science of reading”? What exactly is the Science of Reading? Is it a noun? Is it a verb? Or has it become an adjective or perhaps a metaphor used to indicate something

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18:30

Understanding Science, Research, and Research Methods

The Reading Instruction Show ·

2024/10/06

Basic terms are often misunderstood or misapplied by SoR advocates. My goal in this podcast is to bring a little more clarity to three important and often misunderstood terms: science, research, and research methods. In doing so, I hope to move the needle a little bit in helping you become more critical consumers of educational researchScience is both a noun and a verb. It’s a noun when it refers to a field or a system of knowledge within a particular area such as physics, chemistry, or zoology.

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63:30

Dr. Elana Aydarova. Science of Reading Mythologies

The Reading Instruction Show ·

2024/10/02

Dr. Elena Aydarova is an Assistant Professor in the Department of Educational Policy Studies at the University of Wisconsin-Madison and a fellow with the National Education Policy Center. Dr. Aydarova’s research examines the interaction between educational policies, education reforms, and policy advocacy. She is an award-winning author of over 40 publications. Dr. Aydarova received postdoctoral fellowships from the National Academy of Education/Spencer Foundation and the American Association of

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