Episode 252

What 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 understanding
• How text complexity is shaped by the interaction between text, reader, and task
• What collective close reading looks like in practice
• How to provide “lily pad” supports without rescuing students

Luke 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 Morin

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 [email protected].

Episode 139

As 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.

Resources

• Knowledge Matters Campaign website 
• Books by Daniel Willingham
• Reading Rockets Q&A with Daniel Willingham

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 [email protected].

Episode 251

One 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.

RESOURCES

• To Read Stuff, You Have To Know Stuff by Kelly Gallagher
• Kelly 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 [email protected].

Episode 251

In 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 lists
• How Word Ladders build decoding, spelling patterns, and vocabulary simultaneously
• How to integrate fluency and vocabulary through repeated reading, Readers’ Theater, and performance-based routines
• What “deep processing” really means—and why it makes words stick long term

This 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 + Resources

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 [email protected].

What 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 matters
• How to choose the right words to teach
• The role of discussion and student engagement
• Practical routines that strengthen word learning across content areas
• How to ensure vocabulary sticks for long-term comprehension

Whether 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 [email protected].

Episode 250

In 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 rulebook
• When vocabulary should be taught (before, during, or after reading)
• The connection between vocabulary knowledge and comprehension
• Better ways to assess vocabulary beyond traditional tests

Margaret 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 [email protected].

Episode 248

There’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 change
• How clearer, more consistent Tier 1 instruction reshaped small-group teaching
• What responsive small-group lessons look like when they’re built around student need
• How phonemic awareness, phonics, fluency, and meaning work together in small groups
• Why fluency matters and how routines move students from sounds to connected text

Kerry 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.

RESOURCES

• Small-Group Instruction Listening Guide
• Building Fluency with POSSUM with Melissa Orkin and Maryanne Wolf (podcast episode)
• Reading Universe 
• Read Works 
• Read Live 
• Roll & Reads
  • UFLI Kindergarten
  • UFLI Grade 1 
• Neuhaus Education Center Rapid Recognition Chart Generator 
• Crafting Minds

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 [email protected].

Episode 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 impactful

If 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.

Resources

• Maximizing 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 Johnston

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 [email protected].

Episode 247

Small-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 impact
• How flexible, needs-based grouping supports student growth
• The role of immediate, specific feedback in small-group reading
• Practical routines teachers can use right away
• How small-group instruction connects to Tier 1 teaching

Whether you’re new to small groups or looking to refine your approach, Julia offers clarity, research, and realistic guidance.

RESOURCES

• Small-Group Instruction Listening Guide
• Small 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 Lindsey
• Other podcast episodes with Julia Lindsey: 
  • Science of Reading Part 1: Decodable Texts, Sound Walls, & the Aim of Early Literacy
  • Science of Reading Part 2: Decodable Texts, Sound Walls, & the Aim of Early Literacy
  • Research-Based Routines for Developing Decoding Skills with Julia Lindsey
• Readers' Theater: Easy, Effective, & Fun! with Chase Young
• UFLI Foundations Toolbox 
• FCRR Student Center Activities

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 [email protected].

Episode 246

Fluency looks different across grade levels, but it always matters.

In this special mashup episode, Melissa and Lori bring together voices from seven classroom teachers, spanning first grade through eighth grade, to show how fluency comes to life in real classrooms. Each teacher shares a best practice they use to support accuracy, automaticity, and expression, always grounded in meaningful reading.

You’ll hear about a range of approaches, including:

• Songs, shared reading, and read-alouds in early grades
• Partner reading routines that build accountability and support
• Performance-based practices like Readers’ Theater
• Using oral reading as assessment and feedback
• Structuring small groups to support different fluency needs

This episode is full of practical ideas, classroom insight, and teacher wisdom, whether you’re teaching in the primary grades or supporting older readers.

Resources: 

• Check out our Fluency Listening Guide for links to all of the episodes! 
• Featured Episodes: 
  • First Steps to Fluency: How Young Learners Become Independent Readers with Virginia Quinn-Mooney 
  • Improving Student Reading Growth in Months with Fluency Instruction and Practice with Lorraine Griffith and Lindsay Kemeny 
  • A Classroom Fluency Protocol That Works with Aaron Grossman
  • Baltimore Secondary Literacy Teachers Talk Fluency with Tanisha Dasmunshi, Emily Jaskowski, and Emery Uwimana 
• Watch Virginia Teach Fluency in this video 
• Let’s bring back the magic of song by Tim Rasinski
• Lindsay Kemeny YouTube
• Partner Reading with Paragraph Shrinking
• 3 Phases for Fluency by Aaron Grossman
• Tim Rasinski's Multidimensional Fluency Rubric
• Aaron's website: Just Two Teachers (click Readers Theater for links to scripts!)
• Chase Young's Readers Theater scripts 

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 [email protected].

Episode 245

In this episode, Melissa and Lori are joined by researchers Jake Downs and Chase Young to discuss Read Like Us, a research-backed fluency routine designed to help students reread challenging texts with purpose. Jake and Chase share the findings from their recent study, explain how the routine works in real classrooms, and explore why fluency grows when students have multiple supported opportunities to read connected text.

The conversation unpacks:

• what makes Read Like Us different from traditional repeated reading approaches,
• how wide reading fits alongside repeated reading,
• and why text choice plays such a critical role in fluency development.

You’ll also hear why the study showed especially strong results for fourth-grade readers and how teachers can think about applying this work across grade levels.

This episode offers both a clear explanation of the research and practical insights teachers can use as they plan fluency instruction that supports real reading where skills come together in text. 

Resources:

• Grab your Read Like UsTexts 
• Research Article: "Promoting Fluency Through Challenge: Repeated Reading With Texts of Varying Complexity"
• Fluency Listening Guide

Contact Chase Young at https://lfcreading.com/podcast with your questions!

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 [email protected].