Literacy in Color: A Science of Reading Aligned Podcast for Educators

We hear an awful lot about the importance of foundational literacy skills, but exactly belongs in that foundation? Educational linguist and author Lyn Stone discusses her newest resource: Foundations for Life — a structured literacy intervention manual designed for educators, interventionists, and parents supporting developing readers and writers.Lyn also shares her thoughts on the Science of Reading movement and considerations when it comes to thoughtful implementation. This conversation is equal parts intellectually rich, practical, and deeply hopeful for educators looking to better understand how the English writing system actually works – and how to teach it effectively.Key TakeawaysPhonics is necessary, but not sufficient.Writing should begin immediately – not “later”, after reading develops.Graphemes spell morphemes; morphemes spell words.Word relatives help students build durable mental models of the writing system.We also get to hear a live demonstration of one of her lessons, exploring the word family for: oneResources Mentioned:Book: Foundations for LifeMore About “Foundations for Life"Book: Spelling for LifeBook: Language for LifeBook: Reading for LifeLyn Stone’s Courses through Lifelong LiteracyThis post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Lyn Stone:Website: https://lifelongliteracy.com/LinkedIn: Lyn StoneInstagram: @lynstone8 Email: [email protected] with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 & Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

Linguist and author, Dr. Danny Bate brilliantly shares the fascinating history of the alphabet, while also uncovering some of the logic behind English spelling. You’ll hear about the surprising origins of letters (yes, <A> was once an ox’s head!), that vowels weren’t originally part of the alphabet, how the Great Vowel Shift transformed pronunciation, and of course, “Why Q Needs U”. This episode is a must-listen for educators, language lovers, and anyone who has ever wondered: Why is English spelled this way?Key Takeaways:The earliest alphabet was built on the acrophonic principle (symbols representing the first sound of a word)Early alphabets represented consonants only (vowels were added later by the Greeks)English spelling reflects both: Sound change over time AND Historical and cultural influences (i.e. Norman Conquest, Latin influence)The Great Vowel Shift dramatically changed pronunciation, but spelling stayed mostly the sameSo-called “irregularities” often preserve morphological and etymological meaning connectionsConnect with Danny BateWebsite: https://dannybate.com/Podcast: A Language I Love Is…Book: Why Q Needs U: A history of our letters and how we use themThis post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 & Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

Vocabulary may be just one pillar of literacy, but it’s also the thread that connects reading, writing, speaking, and thinking.In this episode, I’m breaking down why vocabulary truly changes everything when it comes to student learning – and why it deserves more intentional focus in our classrooms. I’ll also share 3 simple, high-impact shifts you can make right away to create a more language-rich environment for your students.Key TakeawaysYou can decode every word on a page, but without vocabulary, comprehension falls apart.Make Vocabulary Multisensory: Move beyond definitions and engage students’ senses (especially with images) to make meaningful connectionsPrioritize Expressive Understanding: Use sentence stems and structured prompts to push students to think with words, not just repeat them.Build Word Networks: Help students connect words through associations, morphology, and shades of meaning to deepen understanding and retention.Join us at the Science of Reading Mini-Con this June!Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 & Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

Stephanie Barber (Learning Product Manager) and Molly Sullivan (Curriculum Manager) from Reading.com share how families can support early reading development at home, without needing a background in education.Together, they unpack what makes Reading.com different from typical literacy apps: it’s not a passive, screen-time experience. Instead, it’s built around co-learning, where a caregiver and child work together through short, structured lessons grounded in the Science of Reading.Stephanie and Molly share the “why” behind the platform, how research shaped its design, and the intentional features that support real reading development, from explicit phonics instruction to interactive sound sliders that help children bridge from sounding out to blending words.They also address common concerns around screen time, explain how the app avoids guessing habits like picture cueing, and highlight how even non-educators can confidently teach foundational literacy skills with the right support.Whether you’re a parent, teacher, or literacy advocate, this episode offers a powerful look at how thoughtful design can bring evidence-based reading instruction into everyday moments.More About Reading.comWebsite: https://www.reading.comVisit reading.com/color for 60% off the annual plan today.Instagram: @_readingcomYouTubeReading.com’s ABC SongEmail: [email protected] with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 & Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

Dr. Melissa Orkin and Sarah Gannon, co-authors of The Structured Literacy Playbook, join Michelle to unpack what it really takes to move students from accurate decoding to fluent, meaningful reading.They explore how teachers can intentionally plan to build fluency using a backward design approach rooted in the brain science of reading.Drawing on the work of Dr. Maryanne Wolf, Melissa and Sarah introduce the POSSUM framework, a multi-component model that integrates phonology, orthography, semantics, syntax, and morphology within a single lesson. Rather than isolating skills, this approach connects them, reflecting how the reading brain actually works.Key Takeaways:An explanation of the POSSUM FrameworkThe role of retrieval (RAN) in fluency and reading developmentHow to design small-group instruction using a backwards planning approachWhat to try when students get “stuck” in sound-by-sound reading“Winning strategies” and other high-leverage routines – like syntactic phrasingResources Mentioned:Book: The Structured Literacy Playbook by Dr. Melissa Orkin, Sarah Gannon, and Alexandria OsburnStructured Literacy Game Plan Generator (One Month Trial) - Backward planning tool that generates lessons!Decoding Duo ResourcesMorphology AnthologyRAVE-O Program (Intervention)This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Crafting Minds Group:Website: https://www.craftingmindsgroup.com/Instagram: @craftingmindsgroup Email: [email protected] & [email protected] with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 & Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this episode of Literacy in Color, Michelle chats with Montessori educator and literacy advocate Zil Jaeger to explore a powerful instructional tool: storytelling.Zil shares how Montessori storytelling goes far beyond engagement; it’s a structured, intentional approach to building background knowledge, activating imagination, and anchoring learning in meaningful ways.Key Takeaways:Why storytelling is foundational to Montessori educationThe concept of cosmic education and helping students see the interconnectedness of knowledgeThe “whole-to-parts” approach and how it supports schema-building and retrievalHow storytelling strengthens memory through curiosity, imagery, and repetitionZil’s “Story of English Spelling” & why English spelling is not random and how history lives inside words - Through timelines, maps, and multisensory storytelling, students begin to understand why words are spelled the way they are.Zil also shares how Montessori & Structured Literacy can align with intention, bringing research-based practices into a Montessori framework in thoughtful, systematic ways.Resources Mentioned:Zil’s Story of English Spelling: https://www.ziljaeger.com/shop/p/englishspellingEtymonline (Etymology Dictionary)Book: The High Frequency Word Project by Rebecca Loveless & Fiona HamiltonBook: Dictionary of Word Origins by John AytoBook: Oxford School Dictionary of Word Origins by John AytoBook: Spell It Out by David CrystalBook: Language Visible by David SacksThis post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Zil Jaeger:Website: www.ziljaeger.comInstagram: @ziljaegerConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 & Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

Dr. Brennan Chandler, assistant professor at Georgia State University and researcher specializing in spelling, reading intervention, and literacy development — particularly for students with persistent reading difficulties unpacks what the research sayings about spelling instruction.He shares insights from his large-scale meta-analysis examining decades of spelling intervention research and explains why spelling has the capacity to be far more than a writing skill; it can be a lexical lever that strengthens both reading and writing.Key Takeaways:Why spelling is essential for building strong word representationsCommon misconceptions (including the infamous “Friday spelling test”)What current research says actually works in spelling instructionThe impact of technology (spellcheck, AI, predictive text) on literacy developmentPractical ways teachers can embed effective spelling instruction into their dayDr. Chandler also shares actionable guidance for educators, including how just 10–15 minutes of intentional spelling instruction daily can make a meaningful difference.Resources:A Meta-Analytic Review of Spelling Interventions for Students With or At-Risk for Learning Disabilities - Chandler, B. W., Toste J. R., Novelli, C., Rodgers, D., Hardeman, E. (2025)Article: ​​Why your kid can't rely on tech tools to spellSpelling Mastery (Direct Instruction program)Connect with Brennan Chandler, PhD:Website: brennanchandler.comIG: @BrennanChandlerPhDLinkedIn: Brennan Chandler, PhDThank you to Reading.com for supporting the production of this episode.Visit reading.com/color for 60% off the annual plan today.Instagram: @_readingcomYouTube: ReadingComFacebook: Reading.comPinterest: Reading_comConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 & Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos LiveMentioned in this episode:Reading.comVisit reading.com/color for 60% off the annual plan today!

Spelling longer words can feel overwhelming for students - even for those who can read them with ease. In this episode, I unpack why multisyllabic spelling is such a leap and, more importantly, what we can do to support students through it.Rather than relying on memorization alone, this episode explores how spelling is deeply connected to the structure of our language. You’ll walk away with three practical strategies that help students approach longer words with confidence.From breaking words into syllables, to leveraging morphology and word relatives, to using a “spelling voice,” this episode offers a toolkit teachers can immediately bring into their instruction.Key Takeaways:Spelling multisyllabic words requires more than phonology; students need access to structure and meaning as well.Syllabication helps reduce cognitive load by chunking words into manageable parts.Every syllable has at least one vowel (ESHALOV): a helpful anchor for spelling longer words.Morphology provides stability; morphemes maintain consistent spellings even when pronunciation shifts.Word relatives can unlock tricky spellings (i.e. preside → president).A spelling voice can support memory by making less obvious spellings more transparent.Strong spellers use metacognition; they choose strategies flexibly depending on the word.English spelling is not random: it reflects the interaction of phonology, morphology, and etymology.Resources Mentioned:Building BRIDGES: A Design Experiment to Improve Reading and United States History Knowledge of Poor Readers in Eighth Grade - O’Connor, Beach, Sanchez, Bocian, & Flynn - ESHALOV principle (Every Syllable Has At Least One Vowel)Helping Students With Dyslexia Read Long Words by Devin Kearns & Victoria WhaleyLogos Literacy AcademyCourse: Mastering MorphologyCourse & Curriculum: K-2 MorphologyMorphology Membership (Coaching Calls & Resources)Book: Seven Mighty Moves by Lindsay Kemeny (Spelling Voice Strategy mentioned)Multisyllabic Words Skill Explainer from Reading UniverseThis post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Thank you to Reading.com for supporting the production of this episode.Visit reading.com/color for 60% off the annual plan today.Instagram: @_readingcomYouTube: ReadingComFacebook: Reading.comPinterest: Reading_comConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 & Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos LiveMentioned in this episode:Reading.comVisit reading.com/color for 60% off the annual plan today!

In this episode, Elise Lovejoy tackles one of the most important topics in early literacy instruction: how to use decodable books effectively – and how to thoughtfully bridge students from controlled text into authentic reading.Elise explains why decodable texts are such a critical tool for early reading development. She also, though, emphasizes an important truth: decodables are not the entire literacy experience; they are one piece of a larger instructional puzzle.In this episode, you’ll hear Elise discuss practical ways teachers can maximize decodable books for phonics practice, build comprehension within decodable texts, and scaffold students toward more complex and authentic reading experiences.You’ll also gather actionable routines teachers can use during small-group instruction, how to help students develop flexibility when encountering unfamiliar spellings, and the signals that students may be ready to move beyond tightly controlled text.Key Takeaways:Why decodable texts are essential for practicing newly taught phonics skillsThe difference between using decodables intentionally vs. using them like leveled readersWhy comprehension should still be addressed within decodable textsPractical small-group routines for using decodable books effectivelyHow to help students develop flexibility with spelling and pronunciationSigns that students are ready to move beyond tightly controlled textWhy teachers should use decodable texts and authentic texts side-by-sideResources Mentioned:The Teachers TableLyn Stone’s Book: Foundations for LifeConnect with Elise Lovejoy of Express Readers:Website: Express ReadersInstagram: @expressreadersLinkedIn: Express ReadersFacebook: Express Readers Inc.Thank you to Reading.com for supporting the production of this episode.Visit reading.com/color for 60% off the annual plan today.Instagram: @_readingcomYouTube: ReadingComFacebook: Reading.comPinterest: Reading_comConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 & Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos LiveMentioned in this episode:Reading.comVisit reading.com/color for 60% off the annual plan today!

Dr. Stephanie Stollar and Kate Winn, co-authors of Reading Assessment Done Right unpack one of the most misunderstood topics in literacy instruction: assessment. Rather than viewing assessment as something teachers must check off their to-do list, they explain how high-quality reading assessments can empower educators and transform instruction. When assessment data is used thoughtfully and linked directly to instruction, it becomes a powerful tool for identifying student needs, targeting support, and ultimately changing reading outcomes.This episode is a must-listen for teachers, literacy coaches, interventionists, and school leaders who want to better understand how to use assessment data to drive meaningful instructional change.Key Takeaways:How assessment data can transform classroom decision-makingCommon mistakes schools make when using assessment dataWhy schools must sometimes de-implement ineffective assessmentsThe four key types of reading assessment and how they work together: Universal Screening, Diagnostic Assessments, Progress Monitoring, Outcome AssessmentsHow teachers can interpret assessment data and trends over timeResources:Book: Reading Assessment Done Right by Stephanie Stollar & Kate WinnBook: MTSS for Reading Improvement by Stephanie Stollar & Sarah Brown from Solution Tree (or on Amazon)FREE Resource: The Reading MTSS Reflection Guide Previous Podcast Episode with Dr. Stollar: Episode 28. Clearing up Misconceptions around MTSSPrevious Podcast Episode with Dr. Stollar: Episode 80. MTSS for Reading ImprovementThis post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Dr. Stephanie Stollar:Website: www.readingscienceacademy.com/Instagram: @ReadingScienceAcademyFacebook: Stephanie Stollar ConsultingLinkedIn: Stephanie StollarJoin Dr. Stollar’s Reading Science Academy MembershipThe MTSS CollectiveConnect with Kate Winn:Podcast: Reading Road Trip from IDA OntarioWebsite: http://thismomloves.ca/Instagram: @katethismomlovesThank you to Reading.com for supporting the production of this episode.Visit reading.com/color for 60% off the annual plan today.Instagram: @_readingcomYouTube: ReadingComFacebook: Reading.comPinterest: Reading_comConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 & Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos LiveMentioned in this episode:Reading.comVisit reading.com/color for 60% off the annual plan today!

In this conversation, Michelle is joined by literacy advocate and author Yvette Manns to explore the power of read-alouds: both for instruction and for joy.Key Takeaways:The difference between reading for pleasure and instructional read-aloudsHow read-alouds build oral language, vocabulary, and connectionPractical instructional moves to make read-alouds more impactfulThe TAPES Method (Tell, Act, Point, Explain, Show) for vocabulary instructionThe origin story of the Phonics Read Alouds seriesInformation on how to celebrate National Schwa Day on April 7th!The launch of a brand-new Morphology Read-Aloud seriesThis episode is both inspiring and deeply practical, full of classroom-ready ideas.Phonics Read-AloudsCreated by Yvette Manns, the Phonics Read Alouds series blends explicit phonics instruction with rich storytelling. Characters like Bossy R, Magic E, and the Schwa bring abstract phonics concepts to life.Website: www.phonicsreadalouds.comInstagram: @phonicsreadaloudsNational Schwa DayFounded by Yvette Manns, National Schwa Day is celebrated annually on April 7th.Why April 7th? Listen to the episode to hear the reasoning behind it!What you’ll find in the free Educator Guide:Classroom activitiesSchwa parade word cardsDigital blending board activities (sponsored by Blend)Celebration ideasDownload the FREE Educator guide: www.nationalschwaday.orgExciting News: Morphology Read-Aloud SeriesMichelle and Yvette announce the launch of a brand-new Morphology Read Aloud collection — beginning with:The Always-Finished Suffix -EDThis story brings the three sounds of -ed to life through time travel, character development, and embedded word study.🎉 Use code COLORFUL1 for 15% off (valid through 4/26/26)!Additional Books Mentioned:Mufaro’s Beautiful Daughters by John SteptoeI Am Every Good Thing by Derrick BarnesCityrella by Yvette MannsThis post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Yvette Manns:Website: https://www.yvettemanns.com/Instagram: @phonicsreadalouds &amp; @the_lit_teacherFacebook: Phonics Read-AloudTikTok :@PhonicsReadAloudsEmail: [email protected] you to Express Readers for supporting the production of this episode.Express Readers creates thoughtfully designed decodable texts that align with the Science of Reading and support developing readers at every stage. You can visit their website to learn more and grab a free sample to try with your students!https://expressreaders.org/Instagram: @expressreadersLinkedIn: Express ReadersFacebook: Express Readers Inc.Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: <a href="https://logosliteracyacademy.thrivecart.com/logos-live/" rel="noopener noreferrer"...

Sara Marye, founder of The Stellar Teacher Company, joins Michelle to unpack what effective upper-elementary reading intervention can actually look like in the general classroom setting. Together, they explore why students in grades 3–5 may continue to struggle with decoding, how phonics gaps impact both reading and writing, and what classroom teachers can realistically do to support older students who still need foundational skill support.Sara shares the thinking behind the Stellar Reading Intervention Toolkit, including its intentional structure, focus on multisyllabic words, and commitment to dignity-preserving, age-appropriate materials for older students.Key TakeawaysReading challenges do not end in second grade and they don’t resolve themselves without explicit instructionUpper-elementary students often struggle not because they can’t learn phonics, but because they were never explicitly taughtShort, systematic, and well-structured lessons are more likely to be used consistently by classroom teachersIntervention should feel connected to Tier 1 instruction, not isolated or “in a box”It is never too late to address reading gaps, but supports become harder to access as students get olderResourcesStellar Reading Intervention ToolkitThe Stellar Literacy Collective MembershipConnect with Sara MaryeEmail: [email protected]: The Stellar Teacher PodcastInstagram: @thestellarteachercompanyYouTube: @thestellarteachercompanyWebsite: stellarteacher.comLinkedIn: The Stellar Teacher CompanyThank you to Express Readers for supporting the production of this episode.Express Readers creates thoughtfully designed decodable texts that align with the Science of Reading and support developing readers at every stage. You can visit their website to learn more and grab a free sample to try with your students!https://expressreaders.org/Instagram: @expressreadersLinkedIn: Express ReadersFacebook: Express Readers Inc.Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos LiveMentioned in this episode:Express ReadersGet your Free Decodable Book Sample today! https://expressreaders.org/

Deirdre O’Toole’s doctoral research focuses on early literacy acquisition, specifically around articulatory gestures and attention to speech production. In recent years, we hear a lot about Sound Walls being “aligned to the Science of Reading”. In this episode, Dee shares what we know from research, what we don’t yet know, and how small instructional shifts (like simply saying “Look at my mouth”) can make a meaningful difference in early reading instruction.Key Takeaways: What phonemic awareness really means (and why “conscious awareness” is key)Articulatory gestures refer to how speech sounds are physically produced (lips, tongue, jaw, airflow, voicing)Research supports articulatory-based interventions (like Lindamood-Bell LIPS), but evidence does not show they are superior to other high-quality interventionsWhat the research says (and does not say) about sound wallsThe impact of visual speech cues (including research during COVID on masked instruction)Practical teacher language for supporting spelling and phoneme-grapheme connectionsDee also shares insights from her work organizing the Right to Read Ireland conference and advocating for evidence-informed literacy instruction across Ireland.Resources Mentioned:Right to Read Ireland Conference / IG: @righttoreadirlThe Teacher’s Table / IG: @attheteacherstableFacebook: Science of Reading Discussion for Irish TeachersLindamood BellOpen Access: Seeing the Mouth: The Importance of Articulatory Gestures During Phonics Training - Novelli et. al., 2023A Meta-Analysis on the Optimal Cumulative Dosage of Early Phonemic Awareness Instruction - Erbeli et. al., 2024Connect with Deirdre O’Toole:https://playfulclassroom.ie/Instagram: @playful_classroomFacebook: Playful ClassroomTPT: Playful ClassroomThank you to Express Readers for supporting the production of this episode.Express Readers creates thoughtfully designed decodable texts that align with the Science of Reading and support developing readers at every stage. You can visit their website to learn more and grab a free sample to try with your students!https://expressreaders.org/Instagram: @expressreadersLinkedIn: Express ReadersFacebook: Express Readers Inc.Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos LiveMentioned in this episode:Express ReadersGet your Free Decodable Book Sample today! https://expressreaders.org/

MTSS can serve as a true system of support, not just a sorting mechanism, for improving reading outcomes and Dr. Stephanie Stollar and Dr. Sarah Brown share how. Drawing from their book MTSS for Reading Improvement (published under Solution Tree), the conversation bridges the Science of Reading with practical systems-level decision making that supports teachers and students alike.Rather than treating MTSS as a checklist of structures, Drs. Stollar &amp; Brown emphasize fidelity to outcomes, prevention-first thinking, and instructional coherence across Tier 1, intervention, and leadership practices.Key Takeaways:Why MTSS often fails when it becomes a sorting system instead of a support systemHow schools unintentionally undermine reading improvement by focusing on individual students too earlyHow the Simple View of Reading and the five essential reading skills can guide both prevention and interventionWhat kinds of data actually support instructional decision-making, and which ones don’tThe role of leadership in creating a culture of vulnerability, collaboration, and shared responsibilityWhy asking better questions leads to better instructional solutionsResources:Book: MTSS for Reading Improvement by Stephanie Stollar &amp; Sarah Brown from Solution Tree (or on Amazon)FREE Resource: The Reading MTSS Reflection Guide Book: Reading Assessment Done Right by Stephanie Stollar &amp; Kate Winn This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Dr. Stephanie Stollar:Website: www.readingscienceacademy.com/Instagram: @ReadingScienceAcademyFacebook: Stephanie Stollar ConsultingLinkedIn: Stephanie StollarJoin Dr. Stollar’s Reading Science Academy MembershipThe MTSS CollectiveConnect with Dr. Sarah Brown:Website: https://systemimpactconsulting.com/Contact Dr. Sarah Brown on her WebsiteLinkedIn: Sarah Brown Ph.D.Join Dr. Brown’s MTSS Data AcademyDr. Brown also offers Virtual Coaching Sessions!Thank you to Express Readers for supporting the production of this episode.Express Readers creates thoughtfully designed decodable texts that align with the Science of Reading and support developing readers at every stage. You can visit their website to learn more and grab a free sample to try with your students!https://expressreaders.org/Instagram: @expressreadersLinkedIn: Express ReadersFacebook: Express Readers Inc.Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos LiveMentioned in this episode:Express ReadersGet your Free Decodable Book Sample today! https://expressreaders.org/

In this special Science of Reading Mini-Con hype episode, Michelle Sullivan is joined by the presenters behind the Science of Reading Mini-Con to give listeners an inside look at what makes this conference unlike any other.From powerful sessions and hands-on learning to beachside sound baths, mocktails, and real talk about implementation, this episode is your invitation into a literacy experience that blends research, practice, joy, and community.Meet the Voices Behind Mini-Con:Heidi Martin – Founder of the Science of Reading Mini-Con @droppinknowledgewithheidi &amp; @scienceofreadingminiconJessica Farmer: @farmerlovesphonicsYvette Manns: @phonicsreadalouds &amp; @the_lit_teacherJake Daggett: @jake_daggettLindsay Kemeny: @lindsaykemenyMichelle Sullivan: @michelle_thecolorfulclassroomMeQuel Bolden (she was there in spirit!): @mequelboldenconsultingWhat You’ll Hear in This EpisodeWhat each presenter is most fired up about solving in literacy right nowSneak peeks into Mini-Con sessionsIntroducing Mychal Threets as the Keynote Speaker!!!What makes the experience specialThe Big Takeaway: Science of Reading Mini-Con is about bridging research to practice, that’s engaging and effective!Learn More &amp; Register:Visit www.scienceofreadingminicon.com for tickets &amp; all the details!A BIG thank you to Reading.com for being the Premier Sponsor of the Science of Reading Mini-Con 2026!Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

Jennifer A. Constantine and Kara B. Lee are two educators with deep experience in assessment, Orton-Gillingham-based instruction, and dyslexia intervention — yet it wasn’t until they encountered SWI that many long-standing questions about English spelling, meaning, and structure finally clicked into place.In this episode, we unpack what Structured Word Inquiry actually is, how it differs from other approaches, and why it offers a powerful lens for teaching all learners – especially those with dyslexia.Key Takeaways:A clear, accessible definition of Structured Word InquiryHow SWI differs from other instructional approachesCommon misconceptions about SWIA walkthrough of Pete Bowers’ 4 Guiding Questions of SWI in the context of the base &lt;cave&gt;What to expect inside their practical book, “Structured Word Inquiry: An Implementation Guide for Teachers”Helpful Resources:Book: Structured Word Inquiry: An Implementation Guide for TeachersBulk Pricing Available: Email [email protected] for more informationJennifer &amp; Kara’s WorkshopsThis post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Jennifer &amp; Kara:Email: [email protected]: www.swiliteracy.orgConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

If you’ve ever said that “English is crazy,” this episode is for you. I’m joined by Dr. Peter Bowers, researcher, educator, and founder of Structured Word Inquiry (SWI). His work has shaped how educators understand the English writing system: not as chaotic or exception-ridden, but as a coherent, meaning-driven system.Dr. Bowers shares the personal moment when English spelling first made sense to him and explains why misconceptions about spelling persist in classrooms today. This episode unpacks what Structured Word Inquiry truly is (and what it is not), why morphology is considered a binding agent, and how spelling, phonology, and meaning are fundamentally interconnected.Key Takeaways:Why morphology acts as a binding agent in the English writing systemWhat the research actually shows about morphology instructionHow the matrix and word sums help reveal spelling logicWhy inquiry and explicit instruction are not oppositesHow recent conversations, including the importance of spelling-meaning correspondences and shifts in how orthographic mapping is understood, are making an impact in the fieldIf you’ve ever felt like English spelling “just doesn’t make sense,” this episode will change the way you see the written word – and the way you teach them.Helpful Resources:Book: Teaching How the Written Word Works by Dr. Peter BowersReal Spelling ToolboxDocument on “Guiding Principles, Concepts and Practices of SWI” (Feb 2025)Video on Combinatorial structure of English orthography &amp; link to matrix and word sumTEDx Talk introducing a big picture of English orthography and how SWI explains many spellings currently treated as irregularSpelling-Out-Orthography page with many videos and resources. This includes videos describing the process of spelling-out-orthography and videos of kids engaging in this key practice to support orthographic mapping.About WordWorks page with many links to free resources, including videos and links to most of his published research.For the Love of Literacy Podcast Episode with Dr. Linnea Ehri, Peter Bowers, and Kenn ApelFor the Love of Literacy Podcast Episode with Marie FoleyBook: Beneath the Surface of Words by Sue HeglandBook: Backpocket Words by Gail VenableBook: The High Frequency Word Project by Fiona Hamilton &amp; Rebecca LovelessThis post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Dr. Pete Bowers:Join Dr. Bowers for his FREE Monday Drop-InsWebsite: www.wordworkskingston.comYouTube: @WordWorksKingstonWordWorks Kingston Facebook PageConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

Michelle Sullivan is joined by her co-founder of Logos Literacy Academy, Sarah Paul, for a deep dive into K–2 morphology through a base-centered lens.Together, they unpack a question teachers hear all the time:“Morphology is important… but isn’t that for later?”Michelle and Sarah explain why morphology does not start with Greek and Latin – and why young learners are more than ready to explore word structure when instruction begins with oral language, meaning, and the base.You’ll hear why they intentionally designed a K–2 morphology curriculum that:includes instruction around bases in addition to more traditional affix instructionaligns directly with a phonics scope and sequencebuilds generative vocabulary, grammar, and comprehension over timehelps students see words as organized systems, not random strings of lettersThey also introduce their signature BASE Lesson Framework:Build Awareness (oral language first)Analyze the Base (connecting sound, spelling, and meaning)See Word Relatives (exploring families of related words)Express Understanding (using the right word in context)Throughout the conversation, they share concrete classroom examples—from simple CVC bases to bound bases like &lt;rupt&gt;—and explain how studying one base deeply prepares students to approach unfamiliar words with confidence later on.In this episode, you’ll learn:Why morphology in K–2 is about language developmentHow base instruction can strengthen phonics rather than compete with itWhat it really means for words to be “related” (shared spelling and meaning)How morphology supports orthographic mapping, vocabulary growth, and grammarWhere base lessons fit naturally into a K–2 literacy blockFree Resource:Download a FREE base lesson to see the BASE framework in action. This bonus lesson is not part of the curriculum; it’s an additional bonus lesson to give you a true feel for the approach.Resources Mentioned:K-2 Course &amp; Curriculum from Logos Literacy AcademySave with a Bundle: Get Mastering Morphology AND our K-2 Course &amp; Curriculum bundled together!Logos Literacy Academy

Returning guest Fiona Hamilton, an international literacy consultant and founder of Word Torque, unites with her partners Lauren Hateley-Crowe and Angela Brienza – the team behind Engage with the Page and Search Engage. Together, they help teachers bring meaningful, joyful word inquiry into their daily read-alouds.Together, they unpack how their collaboration began, why picture books are such powerful anchors for word study, and how educators can move beyond isolated, word study routines toward integrated literacy instruction that builds spelling, vocabulary, decoding, and deep curiosity.Key Takeaways:What “word inquiry” really meansHow picture books are rich spaces to teach orthography and cultivate vocabulary growthThe story behind Engage with the Page &amp; Search EngageWhat’s inside Engage with the Page &amp; Search EngageResources Mentioned: Engage with the PageSearch EngageConnect with the Engage with the Page Team:Website: https://wordtorque.comEngage with the Page on Facebook Instagram: @engagewthepageFiona Hamilton on LinkedIn &amp; InstagramLauren Hateley-Crowe on LinkedInEmail: [email protected] with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

Artificial intelligence is everywhere – but what does it actually mean for structured literacy and foundational skills instruction?In this episode, I sit down with Viv Ramakrishnan, co-founder of Project Read AI, to unpack what educators truly need to understand about AI, large language models, and how thoughtfully designed technology can support (not replace) teachers.We explore why tools like ChatGPT struggle with phonics and decoding, how Project Read AI was built differently, and what it looks like when AI is used as a co-teacher grounded in the Science of Reading.Key Takeaways:What AI, generative AI, and large language models (LLMs) actually are – and why these distinctions matter for literacy instructionWhy ChatGPT is fundamentally limited when it comes to grapheme-phoneme correspondences and decodable textAll about Project Read AI’s features: Decodable Text Generator, UFLI Portal, and AI TutorWhy screen time fears deserve nuance and how to think about “empty calories” vs. “nutrient-dense” instructional technologyWhether AI could ever replace teachers What early research is showing about student growth when AI is used intentionally and responsiblyResources:Project Read AIDocumentary: Can AI Help Our Kids Read? The Project Read StoryProject Read AI - Helpful LinksYouTube: ProjectReadAIYTConnect with Viv Ramakrishnan:LinkedInTwitter/X: @vivramakInstagram: @projectreadaiConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

Holiday Word Study: Christmas, Hanukkah, and KwanzaaIn this cozy, end-of-year episode, we’re slowing things down for a short and joyful holiday word study investigation. Instead of a full instructional deep dive, this episode invites you to get curious about three words we hear everywhere this time of year:ChristmasHanukkahKwanzaaTogether, we explore where these words come from, what their spellings reveal, and how English carries the fingerprints of other languages inside it.Along the way, you’ll hear about:Why &lt;ch&gt; says /k/ in Christmas (and why that’s not an exception)Why Hanukkah has multiple accepted spellingsHow Kwanzaa was intentionally named and spelled with meaning in mindWhat holiday words teach us about word origin, orthography, and meaningThis episode is a reminder that English spelling isn’t random and that it always makes more sense when we look beyond the surface.For more word study nuggets, check out Logos Live: mine &amp; Sarah Paul's monthly coaching calls through Logos Literacy Academy where we go on even more deep dives! (If you enroll in any one of our courses, you get 2 years of free access to Logos Live as a bonus!)Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this inspiring conversation, Dr. Jennifer Throndsen, author of Raising Up Readers: 25 Scaffolding Strategies to Help Students Access Challenging Texts, breaks down what it really takes to accelerate reading achievement for all learners, including multilingual students and those reading multiple years below grade level. Drawing from decades of experience across classroom, district, and state systems, Jennifer explains why grade-level access is an equity issue and how scaffolding, not leveling, is the key to closing gaps.Jennifer dives into the research supporting “stretch texts,” the misconception that struggling readers must stay in easier books, and why teachers (not text levels) must mediate difficulty. Jennifer offers practical scaffolding strategies, real classroom examples, and insights from studies showing that challenging texts paired with the right supports can yield two to three years of reading growth in a single year.Whether you're a classroom teacher, interventionist, literacy coach, or administrator, this episode will shift your thinking about text access and equip you with actionable tools you can use tomorrow.Resources Mentioned:Raising Up Readers: 25 Scaffolding Strategies to Help Students Access Challenging Texts by Dr. Jennifer Throndsen from Solution Tree (also on Amazon)Raising Up Readers Free Book Study GuideThis post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Dr. Jennifer ThrondsenWebsite: https://www.impactfullearningdesigns.com/LinkedIn: Jennifer ThrondsenInstagram: @JT_travel32Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In today’s episode of Literacy in Color, we’re chatting with Ashley Doty, founder of Uncomplicate Ed, an organization dedicated to making teaching and learning clearer, simpler, and more effective. Drawing on two decades of experience across the education landscape (and even a past life as a theater educator!), Ashley brings both heart and science to this conversation.They dig into what the science of learning actually looks like inside real classrooms, how small shifts can spark huge gains, and why teachers don’t need more complexity; they need clarity, purpose, and research-based practices that truly work for students.You'll hear Ashley break down concepts like retrieval practice, interleaving, chunking, background knowledge, student engagement, motivation, and how to support learners in a way that honors both the art and the science of teaching. She shares incredible real-world results from classrooms and schools who leveraged these principles — including 15+ point mid-year gains and 22-point year-over-year proficiency jumps.If you're an educator who wants practical ways to strengthen learning without adding more to your plate, this is a must-listen.Key Takeaways:Why simplifying instruction (without oversimplifying learning) is essential.How retrieval practice and spaced practice transform long-term memory.Interleaving — what it is, what teachers get wrong, and how to implement it realistically.How poetry, speeches, and small “tweaks” can dramatically improve engagement and retention.The relationship between learning science and motivation, student agency, and teacher-student relationships.Resources Mentioned:Book: Powerful Teaching by Dr. Pooja Agarwal &amp; Patrice BainRetrievalpractice.org – free resources (Pooja Agarwal)Book: 10 to 25: The Science of Motivating Young People by David YeagerThis post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Ashley Doty:Website: https://uncomplicateed.comFacebook Group: Uncomplicate Ed &amp; Uncomplicating Education Across the NationYouTube: @UncomplicateEdInstagram: @UncomplicateEdConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this powerful and deeply moving episode, Michelle welcomes Hilderbrand Pelzer III — award-winning principal, author of Unlocking Potential, national speaker, and a transformational leader whose work inside one of the largest jail systems in America has reshaped conversations about literacy, justice, and hope.Michelle heard Hilderbrand as a keynote speaker at The Reading League Conference and was profoundly inspired by his message — especially his reminder that the school-to-prison pipeline runs right through reading classrooms. Today, he shares stories from decades of work in juvenile corrections, traditional public schools, and the Philadelphia prison system. They explore why literacy is unequivocally a social justice issue, how the school-to-prison pipeline unfolds long before high school, and what educators and leaders can do to interrupt it — starting in the earliest grades.Through personal narratives, hard truths, and a hopeful vision for the future, Hilderbrand offers a call to action: Don’t give up and never underestimate the impact of teaching a child to read.Key Takeaways:Literacy is a Social Justice IssueThe School-to-Prison Pipeline Runs Through Reading ClassroomsMany “behavior issues” are actually literacy issues in disguise, leading to frustration, disengagement, and eventually dropping out.Leadership Requires VulnerabilityTeachers need the right tools and training – not blameResources Mentioned:Book: Unlocking Potential: Organizing a School Inside a Prison by Hilderbrand Pelzer IIITalk: Hilderbrand’s TED Talk (referenced in conversation)This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Hildebrand Pelzer III:Website: www.hilderbrandpelzer3.comBluesky: @HildebrandPelzer3X (Twitter): @HP3PotentialInstagram: @hilderbrandpelzer3Facebook: HilderbrandPelzer3LinkedIn: Hildebrand Pelzer IIIYouTubeConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this solo episode, we take an honest, unflinching look at what are traditionally called Kindergarten Reading Levels: Guided Reading Levels A, B, C, and D — and why these levels do not reflect how children actually learn to read.If you’re a kindergarten teacher, literacy coach, interventionist, or a parent of a beginning reader, this episode will give you the clarity you’ve been craving.Key Takeaways:&nbsp;Where these levels came from and what they were actually designed to measureWhy predictable texts are more about the “illusion of reading” than actual readingWhy picture-cueing, pattern memorization, and MSV underlie these early levelsWhy a student can “read” a Level D text but not decode a CVC wordWhat proponents of Guided Reading say about finger-pointingWhy these texts are fundamentally misaligned with the reading brainWhat to do instead to support true early reading developmentAnd yes — we can absolutely preserve the joy of reading without predictable pattern books.If your school or district is beginning to shift away from Balanced Literacy, Kindergarten is a wonderful place to start. When we remove the pressure of arbitrary, misaligned “levels” and instead equip kids with the code of our language, we give them true access to reading — not the performance of it.Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this powerful episode, Michelle is joined by legendary reading experts Linda Farrell and Michael Hunter, Founding Partners at Readsters. With more than 40 years of experience helping struggling readers — from kindergarten through adulthood — Linda and Michael break down what effective intervention truly looks like, why older learners often continue to slip through the cracks, and how to use assessment, precision, and patience to help every student become a reader. This episode is filled with practical wisdom, honest insights, and encouragement for every educator working with older students who need foundational reading support.Key Takeaways:Why older readers still struggle despite “years of instruction”The purpose &amp; power of diagnostic assessmentWhat effective intervention really looks likeWhy motivation &amp; respect matter deeplyReassurance that “It Is Never Too Late”Resources Mentioned:Readsters Website: www.readsters.comFree Resources on their WebsiteBook: Working Memory and Learning by Susan Gathercole &amp; Tracy Packiam AllowayThis post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Linda &amp; Michael of Readsters:Website: www.readsters.comEmail Michael Hunter: [email protected] Linda Farrell: [email protected] with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this episode, Michelle talks with Dr. Julia Lindsey about her brand-new book “Small Groups, Big Results: Evidence-Based Routines to Get Every Child Reading ”, a practical guide to designing effective small-group instruction with the Science of Reading in mind. Julia shares her journey to researcher and author, and explains why the “leveled-text ladder” needs to be left behind. Together they explore how to use small groups with purpose, the data that should drive them, and the mindset shifts teachers need to make every minute of instruction count.Key Takeaways:Small groups are most powerful when they’re targeted, built around clear goals, practice, and feedback.“Guided reading” levels don’t predict growth; what matters is matching instruction to the next skill students need.Data should reveal what to teach, not just who is behind. Group by need, not by label.Flexible groupings, short bursts of focused practice, and clear feedback create more learning in less time.The purpose of small-group instruction is not to fill a time block; it’s to accelerate access to grade-level learning.Resources Mentioned:Reading Above the Fray by Dr. Julia B. Lindsey (Scholastic’s Science of Reading in Practice Series)Small Groups, Big Results by Dr. Julia B. Lindsey (Scholastic’s Science of Reading in Practice Series)Beyond Decodables: free content-rich decodable textsRock Your Literacy Block by Lindsay Kemeny (Scholastic’s Science of Reading in Practice Series)This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Dr. Julia B. Lindsey:Website: juliablindsey.comInstagram: @juliablindseyFacebookLinkedInXConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

If you’ve ever felt overwhelmed teaching writing, you’re not alone. In this episode, Michelle sits down with educator, author, and founder of Reimagine Writing, LaNesha Tabb, to talk about her framework in building confident, independent writers.For years, LaNesha admits she either “barely taught writing” or avoided it altogether — not because she didn’t care, but because it felt impossible to manage. That all changed when she created a simple yet powerful framework that turned chaos into clarity and helped her students finally thrive as writers.Key Takeaways:Why so many teachers feel underprepared to teach writingHow the science of writing and the science of learning informs her workWhat it means to have a framework — not just a bunch of strategiesHow checklists, chants, and routines can build independence in your writing blockWhy focusing on the process first helps students internalize everything elseConnect with LaNesha Tabb:Website: laneshatabb.comFree writing guide: https://laneshatabb.com/rock-the-writing-block/Reimagine Writing: www.reimaginewritingprogram.comInstagram: @lanesha_tabbConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

October is Dyslexia Awareness Month, and today’s conversation shines a light on the power of online instruction to reach and teach our one in five students with dyslexia.In this episode, I’m chatting with Michelle Breitenbach, founder of Read to Rewire, certified dyslexia practitioner, and creator of the Online with Ease Academy, where she trains teachers to bring multisensory, structured literacy instruction to life virtually. After leaving the classroom due to health challenges, Michelle discovered her purpose helping children and educators worldwide through high-quality, human-centered online tutoring.We discuss how to make virtual lessons feel just as personal and powerful as in-person ones — emphasizing connection, simplicity, and structure. Michelle shares heartwarming stories of students who have thrived online, and offers practical advice for teachers and parents alike.Key Takeaways:The prevalence of dyslexia and the urgent need for early identificationWhy online instruction can expand access and reduce barriers for familiesHow to create engaging, multisensory virtual lessons that feel humanCommon pitfalls of “the virtual highway” (and how to avoid them)Practical advice for teachers seeking flexibility and freedom through online workConnect with Michelle Breitenbach:Website: Read to RewireInstagram: @readtorewireFree Guide: From Teacher to Online with EaseFree Masterclass7-Day Access to her TrainingWaitlist to Join: Online with Ease🎧 For more episodes in the Dyslexia Awareness Month bonus series, check out the playlist here.Check out our Dyslexia Awareness Reel here!Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

Literacy in Color is officially ONE year old!I’d like to start this anniversary episode from a place of gratitude with a huge THANK YOU to my Top 10 Guest Episodes of the Year: Dr. Stephanie Stollar, Justin Browning, Lindsay Kemeny, Sarah Paul, Fiona Hamilton with Rebecca Loveless, Dr. David Kilpatrick, Dr. Molly Ness, Dr. Treasa Bowe, Christina Winter, and Jake Daggett.To celebrate this milestone, I’m joining in on the “Betrayal Trend” and sharing my Science of Reading Betrayal List: 12 practices or ideas that, in my view, hold us back from truly moving literacy forward.&nbsp;Of course, I’ll unpack each one with context (and compassion).Here’s a sneak peek at what made my betrayal list:Rebalancing Balanced LiteracyMemorizing Lists of “Sight Words”Using Predictable Texts for Beginning ReadersSkipping Handwriting InstructionToo Much Teacher TalkSaying Morphology is just “Teaching Affixes”Forgetting About LanguageTelling a Student with Dyslexia to “Try Harder”Claiming Everything We Do Has to Be “Research-Based”Letting One Study Make Us Pivot EverythingFighting within Science of Reading CirclesCalling the Science of Reading a Pendulum SwingLooking forward to what’s next for Literacy in Color!Support the Show Here!Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

October is Dyslexia Awareness Month, and every Friday Michelle is highlighting voices who are changing the landscape for students with dyslexia and their families.In this episode, Michelle sits down with Melanie Brethour, a Montreal-based resource teacher, founder of Decoding Dyslexia Quebec, and the voice behind Soar With Dyslexia. Inspired by her son’s journey with dyslexia, Melanie has become a leading advocate for parent empowerment, teacher training, and evidence-based instruction.Key Takeaways:The power of parent advocacy and how to navigate systems that say “wait and see.”Why early identification and intervention are acts of equity.How parents and teachers can work together to support struggling readers.What Melanie has learned about balancing her teacher and parent lenses.Why reading is a human right and what needs to shift in schools and teacher prep programs to make that a reality.Resources Mentioned:National Center on Improving Literacy - Resources for FamiliesInternational Dyslexia Association (IDA) – Dyslexia Handbook: What Every Family Should KnowDecoding Dyslexia – grassroots advocacy networkMelanie’s Link Tree - with a ton of resources!Connect with Melanie Brethour:Melanie’s Decoding Dyslexia - Quebec Facebook PageInstagram: @soarwithdyslexia&nbsp;LinkedInX🎧 For more episodes in the Dyslexia Awareness Month bonus series, check out the playlist here.Check out our Dyslexia Awareness Reel here!Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

How does the brain actually learn or remember something new? In this fascinating episode of Literacy in Color, Dr. Shane Saeed joins Michelle to break down the Science of Learning in a way that’s simple, practical, and classroom-ready.Shane is an Elementary ELA Curriculum Coordinator, national presenter, and author who has spent years helping teachers translate research into action. Together, they explore how memory, retrieval, metacognition, and productive struggle shape student learning, and how teachers can design instruction that sticks.Key Takeaways:The difference between short-term, working, and long-term memoryThe importance of retrieval practice, as well as paced and interleaved practice to deepen understandingWhat metacognition looks like in the classroom (and why it’s critical for student ownership)How to design lessons that minimize cognitive overload and maximize retentionWhy “desirable difficulties” are the sweet spot between challenge and frustrationWhether you teach kindergarten phonics or high school history, this episode will leave you with practical takeaways and a renewed appreciation for how the brain learns best.Resources Mentioned:Powerful Teaching by Dr. Pooja Agarwal &amp; Patrice BainSmart Teaching, Stronger Learning by Pooja AgarwalRetrieval Practice by Kate JonesOutsmart Your Brain by Dan WillinghamUncommon Sense Teaching by Barbara Oakley, Beth Rogowsky, &amp; Terrence SejnowskiHarnessing the Science of Learning by Nathaniel SwainThis post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Dr. Shane Saeed:Instagram: &nbsp;@drshanesaeedTikTok: @drshanesaeedTwitter/X: @drshanesaeedCheck out her book: Be the FlameConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this Dyslexia Awareness Month bonus episode of Literacy in Color, I’m joined by Jean Peake, Lower School Literacy Specialist and Orton-Gillingham Practitioner. Jean shares about the importance of early screening, diagnostic assessments, and data-driven interventions – especially for those with dyslexia. Jean’s insights are both practical and heart-centered, reminding us that literacy work is about more than data. It’s about protecting the hearts of the students we serve.&nbsp;Key Takeaways:Why universal screening for all students is essentialWhat to look for when analyzing assessment data beyond “on grade level” labelsPractical, high-impact classroom strategies that support dyslexic learners — and truly benefit all studentsHow to partner with parents in ways that are empathetic, clear, and empoweringResources Mentioned:International Dyslexia AssociationConnect with Jean:Instagram → @myreadingjeanieWebsite → https://myreadingjeanie.com/🎧 For more episodes in the Dyslexia Awareness Month bonus series, check out the playlist here.Check out our Dyslexia Awareness Reel here!Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

Research should guide our teaching, but too often, it feels locked away in academic journals, filled with jargon, or disconnected from classroom realities.In this episode of Literacy in Color, I talk with Dr. Neena Saha: educator, researcher, EdTech innovator, and creator of the Reading Research Recap. She’s on a mission to make reading research clear, digestible, and actionable for teachers. So, if you’ve ever felt overwhelmed by academic papers, or wondered how to tell whether research is relevant, this episode will help you feel more confident as a critical consumer of evidence.Key Takeaways:Why accessing research is harder than it should be and the barriers teachers face.The different types of studies (correlational, experimental, randomized control trials) and how to interpret them.What “peer-reviewed” really means and why it’s only the starting line for credible research.Red flags to watch for when you hear claims like “everything I do is research-based.”Neena’s hopes for dismantling the wall between research and practice, and what needs to shift at the system level.Resources Mentioned &amp; How to Connect with Dr. Neena Saha:Reading Research Recap on YouTubeNeena’s Top Reading Research Picks for July 2025Dr. Neena Saha on LinkedInConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

What does it really mean to teach beyond the diagnosis? In this inspiring Dyslexia Awareness Month conversation, I sit down with Casey Harrison—Licensed Dyslexia Therapist, Certified Academic Language Therapist, and founder of The Dyslexia Classroom®—to unpack how we can meet the academic needs of students with dyslexia and nurture their confidence, self-understanding, and advocacy skills.Casey has been immersed in structured literacy for nearly three decades and recently published her new book, Teaching Beyond the Diagnosis: Empowering Students with Dyslexia. In this episode, she shares why dyslexia is never the whole story, how to honor the unique learning profile of each student, and why self-esteem and metacognitive awareness are just as essential as phonics instruction.Key Takeaways:Why dyslexia looks different in every child (and why contradictory signs are common).The power of the “dyslexia iceberg” and the hidden emotional toll beneath academics.How structured literacy can (and must) adapt to the student in front of us.Strategies for building student confidence and authentic self-advocacy.Why celebrating progress—every baby step—is crucial to student success.If you’ve ever wondered how to balance evidence-based literacy instruction with the human side of teaching, this episode will leave you inspired and equipped to look at your students holistically.Resources Mentioned:Casey’s Book: Teaching Beyond the Diagnosis (or on Amazon)This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Casey Harrison:Website: www.thedyslexiaclassroom.comInstagram: @thedyslexiaclassroom&nbsp;YouTube: The Dyslexia ClassroomCasey’s Teachers Pay Teachers StoreCasey’s Membership Site: Empowered Beyond the ProgramCasey’s Course: The Color-Coding Method to Teaching Sight WordsTogether in Literacy Podcast🎧 For more episodes in the Dyslexia Awareness Month bonus series, check out the playlist here.Check out our Dyslexia Awareness Reel here!Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

Phonemic awareness (PA) interestingly is one of the most debated areas of literacy instruction. Should it be taught with letters, without letters, or both? Which tasks matter most? And how much is enough?In this episode of Literacy in Color, Michelle sits down with Dr. Jane Ashby, professor, researcher, and first author of Teaching Phonemic Awareness in 2024: A Guide for Educators. This conversation brings clarity to the ongoing dialogue around PA instruction and the growing body of research that surrounds it.Key Takeaways:What phonemic awareness is (and how it differs from phonics)Signs that a student may need explicit PA instruction past first gradeWhy deletion and substitution tasks matter for striving readersTeaching PA with letters vs. without letters – and why asking “for whom” mattersHow to interpret recent meta-analyses&nbsp;A clear message (and one non-negotiable) that every teacher can take back to their classroomHelpful Resources:Teaching Phonemic Awareness in 2024: A Guide for Educators10 Maxims: What We've Learned So Far About How Children Learn to ReadConnect with Dr. Jane Ashby:Email: [email protected] with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

We’re kicking off Dyslexia Awareness Month with a conversation that every educator and parent needs to hear: what does dyslexia really look like – and what can we do about it?&nbsp;In this episode of Literacy in Color, I sit down with Heather O’Donnell, founder of New Paltz Multisensory Tutoring, Wilson Dyslexia Practitioner, and Associate-level Orton-Gillingham Academy member. Heather has built a thriving practice that serves students across 10+ states with structured literacy instruction, while also equipping parents with advocacy tools and teachers with multisensory resources.Key Takeaways:What dyslexia really is (and what it isn’t).Clear, parent- and teacher-friendly signs of dyslexia at different ages.The toll dyslexia takes on confidence and why early intervention matters.Common red flags teachers and parents can spot at home and in school.How structured literacy provides the explicit, systematic instruction dyslexic students need.Encouragement for parents to trust their instincts and advocate for their child.Heather also shares practical stories from her tutoring practice that show what’s possible when students finally receive the right kind of support and how quickly lives can change.Connect with Heather O’Donnell:Dyslexia FreebieWebsite: newpaltzmultisensory.comInstagram: @NewPaltzMultisensoryFacebook: @NewPaltzMultisensoryX:&nbsp; @New_PaltzPinterestTPT Store: New Paltz Multisensory TutoringEmail: [email protected]🎧 For more episodes in the Dyslexia Awareness Month bonus series, check out the playlist here.Check out our Dyslexia Awareness Reel here!Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this Coaching Conversation, I sit down with Christina DeCarbo, a Pre-K–5 literacy coach, teacher, national presenter, and curriculum author from Northeast Ohio. Christina is also known as Miss DeCarbo, and her work is fueled by a passion for making professional learning engaging, joyful, and practical.Christina shares her journey from first-grade teacher to literacy coach, including her school’s shift from balanced literacy to the Science of Reading. She offers creative and out-of-the-box ways to support teachers: building trust, celebrating growth, and embedding PD into the day in ways that are non-threatening and highly effective.Key Takeaways:How Christina helped lead her district’s transition from balanced literacy to structured literacy.Her biggest takeaways from spending a week learning with Dr. Anita Archer.Why opportunities to respond and corrective feedback are game-changers.Coaching strategies that meet teachers where they are, whether it’s through cycles, small groups, or “grab-and-go PD.”Fun ways to celebrate teacher and student growth (spoiler: there’s a disco ball involved!).How to balance choice for teachers while keeping coaching connected to schoolwide goals.Christina’s insights will inspire you to rethink coaching as something that’s not just supportive, but fun, creative, and deeply impactful.Connect with Christina DeCarbo:Instagram: &nbsp;@missdecarboWebsite: missdecarbo.comFacebook Group: Teaching with Miss DeCarboGrab Christina’s FREE Download on Unique Coaching Opportunities here! 🎧 For more episodes in the Coaching Conversations series, check out the full Literacy Coaching playlist here.Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

We all know the saying “when you know better, you do better.” But what happens when we know better…and still don’t see the needle move in reading outcomes?In this episode of Literacy in Color, I sit down with Justin Browning, national literacy consultant and founder of SoR for More, to talk about the missing piece: implementation.Justin draws from years of experience as a teacher, instructional coach, and systems-level consultant to show us how to move from information to transformation.Key Takeaways:Why professional development often feels like “knowledge bombing”The dangers of compliance-driven training without follow-throughHow to shift from “know a lot, do a lot” to “learn a little, do a little”Why leadership needs vision, voice, and visibility to sustain changePractical strategies like micro-PD, flipped lab sites, and implementation teamsThe critical role of de-implementation in creating space for what matters mostIf we want real change in reading outcomes, we can’t just play the game, we have to play to win.Listen in to hear how schools and districts can create systems that move knowledge into action and ensure literacy success for all students.Connect with Justin Browning:Website: http://www.sorformore.comInstagram: @sorformore_llcX: @sorformoreLinkedInEmail: [email protected] with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

Have you ever had a student rattle off the sounds in a word—/b/… /a/… /t/, only to say “tab,” “balloon,” or even “chicken”? If so, you’re not alone. And here’s the thing: these blending errors aren’t always decoding issues. Often, they’re tied to working memory.In this solo episode of Literacy in Color, we unpack why blending matters, what research tells us, and most importantly, practical scaffolds you can use tomorrow to support students who struggle.Key Takeaways:The difference between Additive Sound-by-Sound Blending and Whole Word BlendingWhy connected phonation is more effective than traditional sound-by-sound blending (Gonzalez-Frey &amp; Ehri, 2021)Several scaffolds to lighten the working memory load: reducing phonemes, continuous blending, backing up to phonemic awareness, and backward decoding, etc.How the gradual release of responsibility helps students build independence and automaticityThe natural transition from oral → whisper → silent blending as students gain fluencyConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

What if high-frequency words aren’t “irregular” after all?In this episode of Literacy in Color, I sit down with Rebecca Loveless and Fiona Hamilton, co-authors of The High Frequency Word Project, to dig into the stories behind some of the most common words in English.Too often, these little “function words” get handed to students on flashcards with the message: just memorize it. But Rebecca and Fiona show us that high-frequency words aren’t exceptions to the system, they have explanations. When we teach students the phonology, morphology, etymology, and meaning layers of these words, we give them logic, structure, and stories they can hold onto for life.Key Takeaways:Why high-frequency words can be particularly tricky for students (and why function words often have “nebulous” meanings)The role of storytelling in making these words memorable, meaningful, and engagingHow many high-frequency words trace back to Old English and what that history reveals about spelling todayThe difference between memorization and true orthographic mappingPractical classroom routines, like anchor–analyze–practice, tap spelling, and meaning games, that help students succeedWhether you’ve ever wondered why “was” has an a, or why “know” keeps its silent k, this conversation will leave you empowered with strategies and stories to bring into your classroom.Resources:Grab your copy of The High Frequency Word ProjectHigh Frequency Word Project WebsiteHigh Frequency Word Project Facebook PageThis post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Rebecca Loveless:Website: www.illuminatewords.comLinkedInEmail: [email protected] with Fiona Hamilton:Website: https://wordtorque.comLinkedInEmail: [email protected] with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this pivotal episode of Literacy in Color, Michelle is joined by psychologist, professor, and reading researcher Dr. David Kilpatrick to untangle some hotly debated ideas surrounding phonemic awareness in the Science of Reading community.This conversation isn’t about taking sides in the “with letters vs. without letters” debate. It’s about getting honest about what the research says, and more importantly, what our individual students truly need.For most children, phonemic awareness develops naturally through phonics instruction. However, for others, particularly those with a phonological core deficit, explicit, oral-only phonemic awareness instruction can be critical.Dr. Kilpatrick clarifies the National Reading Panel findings, unpacks common misinterpretations of his own work, and reminds us to focus on what matters most: meeting the needs of the learner in front of us.Key Takeaways:How phonemic proficiency fuels orthographic mapping, which is essential for fluent word reading&nbsp;For typically developing readers, phonemic awareness develops through learning an alphabetic writing system (i.e. Phonemic Awareness with letters!)It’s beneficial to integrate phonemic awareness and phonicsStudents with phonological core deficits may need oral-only instruction, particularly in intervention settingsPhonemic awareness tasks should only take a few minutes a day - they’re not meant to be long, isolated blocksWhat educators often get wrong about Kilpatrick’s work and what he wishes more people knewResources &amp; References Mentioned:Look into Appendix F of the National Reading PanelTeaching Phonemic Awareness “With Letters”: How Social Media is Getting it WrongTable of Types of PA TasksPhoneme Manipulation Quotes Across the DecadesWIAT-4 Phonemic Proficiency Results (Single Slide)Teaching Phonemic Awareness in 2024: A Guide for EducatorsEquipped for Reading Success by Dr. David KilpatrickEssentials of Assessing, Preventing, and Overcoming Reading Difficulties by Dr. David KilpatrickThe PAST TenseShanahan’s Blog: RIP to Advanced Phonemic Awareness (meaning the term should be abandoned)This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this episode of Literacy in Color, Michelle sits down with THE Orton Gillingham Mama, Pryor Rayburn to take a deep dive into the hot-button world of sight words and high-frequency word instruction.Pryor busts through common myths, clears up confusing terminology, and explores brain-based practices for teaching high frequency words through the lens of orthographic mapping. Whether you’ve relied on word lists, flashcards, or shape-based strategies in the past, this conversation will help you rethink your approach with evidence and intention.Key Takeaways:What sight words, high-frequency words, heart words, and red words really meanWhy memorization isn’t the goal—and how orthographic mapping is the keyHow to move beyond visual memory and shape-based cuesThe missing pieces in popular “heart word” methods—and how to fix themHow to anchor meaning, teach irregular spellings, and bring context to every wordClassroom-ready routines and tweaks for kinder through upper elementaryResources Mentioned:Pryor’s Free Sight Words QuizPryor’s Sight Words Course: How to Quickly Teach (and Master) Sight WordsConnect with Pryor Rayburn:Website: www.OrtonGillinghamMama.comInstagram: @OrtonGillinghamMamaEmail: Pryor@OrtonGillinghamMamaConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this episode, Michelle is joined by instructional coach and literacy specialist Shannon Moore of Moore Literacy Leaps to bust four major myths about progress monitoring in reading instruction.Together, they tackle what progress monitoring really is (and what it’s not), how it fits into the MTSS framework, and why all students, not just those below grade level, deserve targeted goals and regular check-ins.Whether you're a classroom teacher, reading interventionist, or coach trying to find your rhythm with data collection and student support, this episode will leave you feeling empowered and equipped.Key Takeaways:The real definition of progress monitoring (hint: it’s simpler than you think!)How to avoid common mistakes and save time with smarter systemsWhy goal-setting and student ownership can change everythingWhat to track, how often to assess, and where to beginTools you can use right away to stay organized and proactiveResources Mentioned:Shannon’s Reading Intervention ToolkitShannon’s Progress Monitoring Tracking SheetShannon’s FREE Editable Reading Intervention Schedule TemplateConnect with Shannon Moore:Instagram: @mooreliteracyleapsWebsite: https://www.mooreliteracyleaps.com/TPT Store: Moore Literacy LeapsConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

What does it really mean to be “set for variability”? In this episode, Michelle is joined by Jen Yagid and Wendy Darasz of Informed Literacy to break down this complex-sounding but classroom-friendly concept. Together, they demystify set for variability, explore its role in decoding, and share practical classroom examples.If you’ve ever wondered how to support students in correcting their own mispronunciations or how to help them flex vowel sounds when the code doesn’t quite match the pronunciation, this episode is packed with practical tips and strategies.Key Takeaways:What “set for variability” actually means (in teacher terms)Why strong decoding is the first step—and flexibility is the secondWhen and how to support struggling readers using this approachHow SSV differs from guessing or 3-cueingHow to build flexibility through small-group cues, hand motions, and sentence contextWhy “the world is not decodable”—and what that means for our instructionResources Mentioned:Informed Literacy Blog Post: What is Set for Variability and Why is it Important?Informed Literacy Decodables: Jen &amp; Wendy are offering a coupon code: COLOR2025 for one month (until September 2025) just for you! When you purchase a set of their hardcopy decodables, you will get our Supplemental Resource pack for free (You need to put the decodables and the supplemental resource pack into the cart and enter the coupon code: COLOR2025)Informed Literacy Decodable Book FreebieHelpful&nbsp; References:Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of DyslexiaUnpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of PerformanceSpelling as Statistical Learning: Using Consonantal Context to Spell VowelsThe Importance of Flexibility of Pronunciation in Learning to Decode: A Training Study in Set for VariabilityThe Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading DisabilitiesConnect with Jen &amp; Wendy from Informed Literacy:Website: InformedLiteracy.com&nbsp;Instagram: @informedlitInformed Literacy on YouTubeFacebook: @informedlitPinterest: @informedlitInformed Literacy Decodables: Use coupon code: COLOR2025 for one month (until September 2025) for a free Supplemental Resource pack when purchasing their hardcopy decodables. (You need to put the decodables and the supplemental resource pack into the cart and enter the coupon code: COLOR2025)Informed Literacy Decodable Book FreebieEmail: [email protected] with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this heartfelt roundtable episode, Michelle is joined by her Science of Reading sidekicks, Heidi Martin, Jessica Farmer, and Yvette Manns to reflect on the very first Science of Reading Mini-Con! From spark-filled sessions to swag bags and sound baths, this conversation is full of gratitude, laughter, and heartfelt takeaways.They revisit each session, share their most memorable moments, and get real about why this work is so personal. You’ll walk away inspired, encouraged, and ready to “keep it going” in your own classroom and community.Thank you to the Science of Reading Mini-Con Sponsors:Hand2MindLexiaReading.comSlant SystemIMSEConnect with the Science of Reading Mini-Con Presenters:Follow @scienceofreadingminicon on Instagram!&nbsp;Heidi Martin @droppinknowledgewitheidiJessica Farmer @farmerlovesphonics&nbsp;Yvette Manns @the_lit_teacherJake Daggett @jake_daggettMichelle Sullivan @michelle_thecolorfulclassroom &amp; @logosliteracyacademyConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this powerful episode of Literacy in Color, I’m joined by lawyer-turned-author Tiffany Obeng, founder of Sugar Cookie Books. Together, we unpack the significance of representation in children’s literature, especially for Black boys, and how her “Andrew Learns” series is challenging the traditional narratives and creating space for all kids to feel seen, celebrated, and inspired.Tiffany shares why statistics around literacy fuel her work and how we as educators and parents can build inclusive, representative libraries. This episode is a must-listen for anyone building a classroom or home library with intentionality and heart.Resources Mentioned:Truth About Reading DocumentaryCheck out Tiffany’s Books here!Connect with Tiffany Obeng:Website: www.sugarcookiebooks.comWebsite: www.tiffanyobeng.comLinkedIn: Tiffany Obeng, Esq.Instagram: @sugarcookiebooksFacebook: Sugar Cookie BooksPinterest: Sugar Cookie BooksTPT: Sugar Cookie BooksConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this powerful episode, we welcome back Dr. Molly Ness, literacy researcher, educator, and co-author of “Making Words Stick”, the latest release from the Scholastic Science of Reading in Practice series. Together with Dr. Katie Pace Miles, Molly has created a teacher-friendly guide to help educators understand orthographic mapping and implement a 4-step routine that supports the mapping process.We dive into what orthographic mapping actually is, why it matters, and how it’s different from memorization. Molly walks us through how the brain learns to read, busts myths about word repetitions, and explains why students must connect sound, spelling, and meaning to build a strong reading brain.Whether you're new to the term “orthographic mapping” or looking to strengthen your instructional practice, this episode is packed with practical insight and inspiration. Get ready to geek out over the reading brain and walk away with ready-to-use classroom strategies that help words stick.Key Takeaways:Orthographic mapping is an invisible cognitive process where words become instantly recognized, not memorized.Sound - Spelling - Meaning ConnectionQuality matters more than quantity when it comes to word repetitions.A 4-step instructional routine: See &amp; Say, Segment &amp; Spell, Study &amp; Suss Out, Search &amp; StickSpelling is a key indicator of a student’s linguistic understanding and should be intentionally taught alongside reading.Resources Mentioned:Making Words Stick&nbsp;IES (Institute of Education Sciences) Practice GuidesThis post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!Connect with Dr. Molly Ness:Website: https://www.mollyness.com/Website: https://www.dirigoliteracy.com/LinkedIn: Molly Ness, PhDInstagram: @a_reading_motherBlueSky: ‪@mollyness.bsky.social‬End Book Desert PodcastConnect with Dr. Katie Pace Miles:Website: https://www.katiepacemilesphd.com/Website: https://www.readinginstitutenyc.org/Reading Ready ProgramsAdvanced Certificate in Reading ScienceInstagram: @thereadinginstitutenycConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this episode of Literacy in Color, we’re heading across the pond to Ireland for a powerful conversation with Dr. Treasa Bowe, an international literacy leader and passionate advocate for morphology, etymology, and meaningful instruction. With over two decades of teaching experience in both Ireland and the U.S., Dr. Bowe brings a truly global lens to literacy education.Together, we explore what structured literacy looks like across contexts, how to empower multilingual learners through word study, and what it takes to implement school-wide morphology instruction - even without formal coaching systems. Treasa also shares how she created a scope and sequence for teaching morphology in the upper grades, weaving in etymology, spelling, and background knowledge in a way that’s cohesive, culturally responsive, and curiosity-driven.Whether you’re just getting started or looking to go deeper with word study, this conversation is packed with insights to spark your thinking and strengthen your practice.Key Takeaways:Building a school-wide structured literacy curriculum in a multilingual settingHow word study connects to spelling, vocabulary, and writingEncourage inquiry without having all the answersResources &amp; People Mentioned:Treasa's Course: Effective Spelling Instruction - Using Morphology to Support Dyslexic Students in an Inclusive ClassroomLanguage TreeLyn StoneZaretta HammondThe Reading LeagueUFLI (University of Florida Literacy Institute)EtymonlineJeopardyLabsMembeanConnect with Treasa:&nbsp;Instagram: @betweenthecoversofagoodbookConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live

In this episode of Literacy in Color, we’re diving into 4 quick, high-impact phonics drills that spark engagement and build automaticity, without eating up your entire lesson time.These warm-ups aren’t about “drill and kill.” Instead, they’re short, intentional routines that help students review and retrieve previously taught phonics content. Whether you’re a classroom teacher or interventionist, these drills can be used flexibly, across whole group, small group, or even 1:1 settings.4 Types of Drills:Visual DrillAuditory DrillVowel DrillBlending DrillWhether you’re just starting with structured literacy or looking to refine your phonics block, these quick drills are a powerful way to build momentum and confidence for every student.Helpful Tools:Sound Deck for Visual DrillSpelling Frequency PostersConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom &amp; @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 &amp; Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live