Episode 11

Episode 11: Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills with Dr. Julia Lindsey

In this episode, we (Mark Raffler and Sarah Shoemaker) connect with foundational literacy expert and consultant and author, Dr. Julia Lindsey, who shares the insight from her newly released book Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills. Her specialties are in literacy, language, and culture.

Here is a quick brief of our conversation:

Sarah starts the dialogue with Dr. Lindsey by prompting her to tell us about what is important for educators to be aware of in the most recently talked about views of reading. Julia describes how the three prominent views of reading - The Simple View of Reading, The Reading Rope, and The Active View of Reading - have about 20 years of research between each view and that they’re building upon the views of the previous model of reading. They’re meant to be used theoretically, we know they all contain what we need for word recognition and language comprehension. The most recent view of reading - The Active View - notices what components bridge between word recognition and comprehension and highlights the importance of cultural and background knowledge. Dr. Lindsey reminds us that research is always growing and changing.

Mark adds to the dialogue by asking: “As kids are learning to decode, what are the essential elements?” Julia says the route to teaching kids to read is through teaching purposeful decoding skills. Print concepts, phonemic awareness, sound-spelling relationships, vocabulary and oral language development - these elements together allow us to decode words. Add in “chunking” and we equip kids with the skills to read single-syllable and multi-syllable words. Systematic, explicit instruction is the key.

Sarah responds: This can sometimes be a lot of information to process. Where would an educator start? Julia answers with small swaps that educators can try out in their classrooms tomorrow with their existing curriculum. Start with phonemic awareness. A deficit in phonemic awareness usually leads to difficulties in reading. Decades of research show the most important phonemic awareness skills are blending and segmenting. (There are so many additional “golden nuggets here - just listen!)

Mark inquires: “How is this work applicable in upper elementary?” The components of word reading don’t change based on your age, answers Dr. Lindsey. If you’re learning to read, those core components still need consistent and systematic instruction. With older children, we need to be even more attentive to meaning. This makes decoding more age-appropriate, yet also supports vocabulary and multisyllabic decoding. Wholistic support of the process supports the older learner with motivation as well.

"What resources would you recommend as we aim to learn more reliable, research-based routines?"  Julia mentions several easily accessible resources including her work at beyonddecodables.com as well as her recently published book that we reference here.

We wrap up this episode by asking listeners to share your thoughts on podcast topics - your voice matters!  Please visit bit.ly/LLCNtopics to tell us what you want future podcasts to focus on in relation to literacy.

All resources in this LLCN Brief (and future podcasts) can be found at: bit.ly/LLCNresources2223 Subscribe to the Literacy Leadership and Coaches Network podcasts here: anchor.fm/llcnbrief or your favorite podcast platform. 

Please note the audio used as an introduction and in transitions in this podcast is under the Creative Common License and attribution is given as follows: Medicine by WinnieTheMoog 

Link: https://filmmusic.io/song/6256-medicine  

License: http://creativecommons.org/licenses/by/4.0/ 

The transcript will be available soon on our YouTube, please check back.