Where does comprehension fit into the science of reading? Does the scientific evidence on reading–and literacy generally–suggest there’s something seriously wrong with the standard approach to teaching reading comprehension in American schools? How does the science of reading connect to the science of learning?
Natalie has served as the host of one lively and engaging six-episode podcast that dives into some of these questions, and as the co-host of another. Both podcasts are part of the Knowledge Matters Podcast, sponsored by the Knowledge Matters Campaign. Each episode is about 30 minutes.
In Season 1, “Reading Comprehension Revisited,” you’ll hear from classroom teachers and district leaders who have made the switch from the typical approach to comprehension–which focuses on isolated skills like “finding the main idea”– to using a curriculum that focuses on building children’s knowledge of the world. You’ll also hear from reading researcher Dr. Hugh Catts, who explains that many of his colleagues “kind of forgot” about the significant body of evidence showing that knowledge is crucial to comprehension.
Click here to listen to Season 1.
In Season 3, “Literacy and the Science of Learning,” Natalie teams up with co-hosts Dylan Wiliam and Doug Lemov to explore connections between reading, writing, and cognitive science. Natalie’s episodes, 5 and 6, focus on writing.
Click here to listen to Season 3.
You can also find the podcast, and subscribe, on your favorite podcast platform: Spotify, Apple, Amazon, or Google.
All episodes are available now. Please give them a listen–and help spread the word. Study guides are also available for both podcasts on the website of the Knowledge Matters Campaign.
[Note: Natalie serves on the board of the parent organization of the Knowledge Matters Campaign, StandardsWork.She receives no financial compensation from either organization.]