My Child Can’t Read: A Heartland Crisis

If we know how children learn to read—why hasn’t it reached every classroom? In this episode, we examine who holds the power to shape education in Kansas—and what happens when policy, preparation, and practice aren’t aligned. From state-level decision-making to classroom reality, this conversation explores why change is complex… and what it actually takes to ensure every child receives instruction that works. This isn’t just about systems. It’s about outcomes—and what responsibility demands when proof already exists. In This Episode You'll Hear: How the Kansas State Board of Education shapes public education—and where real authority lives Why policy alone doesn’t guarantee classroom change, and what happens in the gap between decisions and practice The real constraints behind funding, timelines, and implementation at the state and local level How gaps in dyslexia recognition and support have impacted students—and why that matters beyond reading Why alignment—not blame—is the key to meaningful accountability What actually changes outcomes for students learning to read—and where we’ve seen it work Voices from across the system, including: Jeanine Phillips — Founder, Phillips Fundamental Learning Center James Franko — Kansas Policy Institute REFERENCES & RESOURCES Research & National Context Understanding how children learn to read—and where systems have fallen short: National Reading Panel (2000) Individuals with Disabilities Education Act (IDEA) Reading Universe — Science of Reading Research Hub AACTE Teacher Preparation Initiative (2026 Proposal) Season 3, Episode 2 — Parent Advocacy 101: Fighting for Your Child’s Right to Read (For a deeper explanation of Kansas’ education governance structure) Kansas Policy & Governance How education is structured—and who holds responsibility in Kansas: Kansas Constitution, Article 6, Section 2 — State Board of Education (General Supervision) https://www.ksrevisor.org/statutes/constitution/chapter6.html#section2 Kansas Constitution, Article 6, Section 4 — Commissioner of Education https://www.ksrevisor.org/statutes/constitution/chapter6.html#section4 Kansas State Board of Education — Overview https://www.ksde.org/About-Us/State-Board-of-Education Kansas State Department of Education (KSDE) — About https://www.ksde.org/About-Us Kansas Literacy Policy & Implementation Where research meets policy—and where gaps can still occur: Kansas House Bill 2322 (2023 — Dyslexia Legislation) Kansas Blueprint for Literacy Funding & System Structure How resources are allocated—and why alignment matters: Kansas Special Education Funding Overview (KSDE) Kansas State Department of Education — School Finance & Data Central https://datacentral.ksde.org https://www.ksde.org/Agency/Fiscal-and-Administrative-Services/School-Finance National Center for Education Statistics (NCES) — Education Spending Data These resources are here to help you better understand the systems shaping literacy in Kansas—and the role each of us can play in moving forward. 🤝 FOLLOW & SHARE If this episode helped you understand the system behind the reading crisis— share it with a parent, educator, or leader in your community. Because when more people understand how the system works… change becomes possible. SUPPORT THE WORK  Your support of the Phillips Fundamental Learning Center helps fund: Student assessments Evidence-based teaching resources Teacher training grounded in the Science of Reading Scholarships for profoundly dyslexic students to attend our school PODCAST MUSIC - SOUNDSTRIPE.COM Cody Martin - Innovation, LNDO - Even So, Cody Martin - Keeper of Keys, Cody Martin - Living Tapestry, Michael Briguglio - Fallen, Cody Martin - Lutra, Cody Martin - Infinitive, Caleb Etheridge - Road to Nowhere This podcast is produced by KB PODCASTS

What if the problem isn’t that we don’t know what works—but that everything around it is out of sync? In this episode, we explore the growing gap between policy and practice, where teacher preparation, curriculum, and classroom expectations often operate in silos. We unpack what happens when reading struggles go unidentified—and how those challenges extend far beyond the classroom, shaping behavior, confidence, and long-term outcomes. Featuring a closer look at the role of the Kansas State Board of Education, this conversation reveals the limits of policy alone—and why real change depends on alignment, not blame. Because when systems begin to work together, every child has a real chance to learn to read. In This Episode You’ll Hear: Reid Lyon — National Institutes of Health researcher on reading science Rob Eagan — Advocate and policy voice on dyslexia recognition and implementation in Kansas  Tim Odegard — Why policy without systems, time, and tools fails to translate into classroom change Dana Hensley — The gap between understanding reading science and actually applying it in real classrooms Sheree Utash — What it means when 60% of students arrive needing remediation—and what that reveals about earlier instruction Savannah Ball — How reading struggles show up in the community through avoidance, confidence, and access Judge Richard Macias — The patterns he sees in juvenile court—and how reading difficulties connect to broader life outcomes Jeanine Phillips — Without structured literacy training instructors will never know how much impact they could have had. Betty Arnold — Why addressing literacy requires resources, awareness, and a system prepared to meet diverse student needs Resources & References: Kansas State Board of Education Kansas Blueprint for Literacy Phillips Fundamental Learning Center (PFLC) Sold a Story Podcast by Emily Hanford Science of Reading research (National Reading Panel) If this episode helped you better understand the system behind reading outcomes— Share it with a parent, educator, or policymaker Leave a review to help more people find this conversation And follow the podcast so you don’t miss what comes next Because change doesn’t happen in isolation— it happens when more people understand the system… and choose to act.   In Episode 5, we go deeper into the question this episode leaves behind: 👉 Who actually holds the power to change literacy outcomes in Kansas— and what will it take to move from policy to real results? PODCAST MUSIC - SOUNDSTRIPE.COM Cody Martin - Innovation, LNDO - Even So, Cody Martin - Keeper of Keys, Cody Martin - Living Tapestry, Michael Briguglio - Fallen, Cody Martin - Lutra, Cody Martin - Infinitive, Caleb Etheridge - Road to Nowhere This podcast is produced by KB PODCASTS

What does the research actually say about how children learn to read—and why hasn’t it reached every classroom? In this episode, we examine decades of reading science alongside the real experiences of teachers, parents, and students. From the National Institutes of Health to classrooms across Kansas, the evidence is clear: we know how children learn to read. So why are so many still being left behind? As national organizations call for a $2.5 billion overhaul of teacher preparation, a deeper truth emerges—this isn’t just a reading crisis. It’s a teacher preparation crisis. If we know how children learn to read… why weren’t teachers taught it? In This Episode, You’ll Hear Dr. Reid Lyon (NIH): Decades of research showing we’ve long understood how reading develops Neil Zoglmann (teacher): What it feels like to be trained in methods that don’t align with research Dana Hensley (retired principal): Why teachers leave training without practical tools Amy Nolan (professor): How literacy gaps show up in college students Savannah Ball (Wichita Public Library): What struggling readers look like in real life Tammi Hope (Rolph Literacy Academy): What happens when instruction finally aligns with the brain Heather Mora (parent): How the right instruction changed her child’s life Dr. Tim Odegard (researcher): Why preparation and classroom practice must align Dr. Carolynn Carlson (Washburn University): What responsible teacher preparation should look like Key References & Sources Teacher Preparation & Policy Education Week (2026): $2.5B teacher prep proposal American Association of Colleges for Teacher Education Science of Reading National Reading Panel (2000) Reading Universe — Ten Maxims International Dyslexia Association National Reporting Sold a Story — Emily Hanford  Kansas Context Kansas State Department of Education  Kansas House Bill 2322 (2023) Follow + Share If this episode resonated with you, follow the podcast and share it with a parent, teacher, or policymaker. Because change doesn’t start in systems— it starts with awareness. PODCAST MUSIC - SOUNDSTRIPE.COM Cody Martin - Innovation, LNDO - Even So, Cody Martin - Keeper of Keys, Cody Martin - Living Tapestry, Michael Briguglio - Fallen, Cody Martin - Lutra, Cody Martin - Infinitive, Caleb Etheridge - Road to Nowhere This podcast is produced by KB PODCASTS

In this episode of My Child Can’t Read: A Heartland Crisis, we move up the ladder of responsibility to examine the adults caught in the middle of the literacy crisis. Teachers, administrators, and community members care deeply and take action—but knowledge gaps, systemic limits, and bureaucratic obstacles often stop even the most well-intentioned efforts. From classroom struggles to a privately funded structured literacy pilot that transformed students’ reading outcomes, we explore how adult action can help—and how the system can still block progress. By the end of the episode, we ask the hard question: Then who is actually holding the power? In This Episode, You’ll Hear From: Neal Zoglmann – Middle school SPED teacher; shares the challenge of learning evidence-based literacy while university programs continue to teach outdated methods. Jaime Alford – Former principal and director of graduate workshops; discusses the emotional burden teachers carry, the “knowing-doing gap,” and the story of the Downing Project. Michelle Schmidt – Teacher; highlights student growth and self-advocacy through structured literacy. Joyce Temanson – Teacher; shares how professional development transformed her understanding of the Science of Reading. Bunny Hill – Administrator; reflects on systemic friction and the limits of teacher agency. Dana Hensley – Administrator; demonstrates how even knowledgeable teachers struggle to implement practices without structural support. Analyssa Noe – Founder of Cardinal Academy; describes how discovering the science of reading transformed a rural micro-school where most students entered behind in reading. Heather Mora – Parent; illustrates how gaps in adult preparation directly impact students and families. Resources & References: Phillips Fundamental Learning Center: https://phillipsfundamental.org BuzzFeed News: Teachers Reveal What No One Wants To Admit About Literacy Education IDEA & Special Education Law Overview Sold a Story Podcast by Emily Hanford and AMP Reports PODCAST MUSIC - SOUNDSTRIPE.COM Cody Martin - Innovation, LNDO - Even So, Cody Martin - Keeper of Keys, Cody Martin - Living Tapestry, Michael Briguglio - Fallen, Cody Martin - Lutra, Cody Martin - Infinitive, Caleb Etheridge - Road to Nowhere This podcast is produced by KB PODCASTS

We begin Season 4 not with policy — but with harm. This episode centers the children and families who have borne the greatest cost of reading failure. Before we examine systems, infrastructure, and preparation, we must confront what literacy breakdown actually feels like in homes and classrooms. Reading failure is not neutral. And it is not rare. In This Episode, You’ll Hear From: Jamie Beck – Kansas mother sharing the emotional toll of watching her son shrink himself to avoid being called on to read. Marietta Wetzel – Parent describing how high grades masked deep anxiety and self-doubt in her son. Alana McWilliams – Mother reflecting on the duality of dyslexia: brilliance and shutdown — and what changed when instruction aligned with how the brain learns to read. Charlie Beck – High school senior describing what it felt like to avoid school altogether. Payton Siemens – Speech-Language Pathologist recalling the moment she realized she was “behind” her siblings. Cooper Phillips – Adult professional reflecting on childhood guilt and internalized failure. Milo Swanson – Sixth grader sharing what undiagnosed dyslexia felt like — and how understanding changed his identity. Hadlie Swanson – Eighth Grade student describing what it felt like to repeatedly ask for help and be ignored. Emmie Johnston – Young adult reading instructor and literacy advocate explaining how effort was misread as laziness — and the lasting damage that caused. Michelle Schmidt – Structured literacy teacher describing the confidence shift that occurs when children are explicitly taught the code. Dr. Janelle Tideman – Clinical psychologist explaining the consequences of delayed identification and what parents are legally entitled to request. Dr. Stone – Retired Psychologist describing how dyslexic strengths are often overshadowed by classroom focus on weaknesses. Dr. David Hurford – Researcher at The Center for Reading at Pittsburg State explaining why reading is not mysterious — and how explicit decoding instruction works. 📚 Resources Mentioned Overcoming Dyslexia by Sally Shaywitz Evaluation rights under the Individuals with Disabilities Education Act (IDEA) Structured literacy and explicit decoding instruction research Resource Links: International Dyslexia Association (IDA) Science of Reading, dyslexia fact sheets, structured literacy info The Reading League Research-backed resources on the Science of Reading National Center on Improving Literacy (NCIL) Parent-friendly literacy screening and intervention guidance National Institute of Child Health and Human Development (NICHD) Reading development research Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) Guidance on Requesting School Evaluations Understood.org – How to Request an Evaluation Step-by-step guide for parents Wrightslaw – Requesting an IEP Evaluation (Sample Letters Included) SPED Boss® (Karen Mayer-Cunningham) Parent advocacy education, IEP guidance, documentation tools. 👉 Listen to Season 3 conversation with SPED Boss® on navigating school evaluations and advocacy.” The Reading League – Defining Guide to Evidence-Based Reading Instruction What Works Clearinghouse – Literacy Interventions Center for Parent Information & Resources (CPIR) State-by-state parent centers Kansas Special Education Services (KSDE)   PODCAST MUSIC - SOUNDSTRIPE.COM Cody Martin - Innovation, LNDO - Even So, Cody Martin - Keeper of Keys, Cody Martin - Living Tapestry, Michael Briguglio - Fallen, Cody Martin - Lutra, Cody Martin - Infinitive, Caleb Etheridge - Road to Nowhere This podcast is produced by KB PODCASTS

 Next season on My Child Can’t Read: A Heartland Crisis… we’re widening the lens. For the past three seasons, we’ve told the stories of parents, teachers, and children fighting for the right to read — often inside systems that weren’t built to help them. We listened to the pain. We traced the history. We followed the science. And along the way, something became clear. This isn’t just a personal crisis. It’s a systemic one. So now, we’re asking a bigger question: What is the state of literacy in America — really? Welcome to Season 4: The State of Literacy — where we zoom out to examine the forces shaping children’s lives long before they ever pick up a book. This season doesn’t start with debate. It starts with harm. We follow that harm upward — from children and families, to classrooms, to policy, to institutions that prepare educators. Because once the evidence is clear, once solutions are proven, neutrality disappears. Season 4 traces a single arc: From proof — to responsibility. You’ll hear from families living with the cost of reading failure. Teachers caught between what they were taught and what their students need. Policymakers navigating mandates without infrastructure. Researchers who have been sounding the alarm for decades. And finally — you’ll see what it looks like when responsibility is actually carried forward. Because here’s the truth: We already know how to teach every child to read. What we haven’t done — not yet — is build the will, the systems, and the courage to make it happen everywhere. Season 4 is about facing that truth — and asking what responsibility demands next. The State of Literacy. Season 4 of My Child Can’t Read: A Heartland Crisis. New episodes begin March 3, 2026.   PODCAST MUSIC - SOUNDSTRIPE.COM Michael Briguglio - Fly Away This podcast is produced by KB PODCASTS

In this special bonus episode, Jesica Glover sits down with Dr. Joyce S. Pickering — a globally respected leader in literacy, learning differences, teacher training, and multisensory instruction. With more than fifty years devoted to helping children with language-based learning differences, Dr. Pickering’s wisdom offers a rare, grounding perspective in the midst of America’s literacy reform movement. Through deeply personal stories and decades of experience across Montessori, speech-language pathology, and structured literacy intervention, Dr. Pickering reflects on what has changed, what still hasn’t, and what future generations of educators must carry forward. This conversation is equal parts history lesson, masterclass, and call to courage. If you are a teacher, parent, policymaker, or advocate navigating a system in need of transformation, Dr. Pickering’s voice will feel like an anchor — steady, clear, and profoundly compassionate. In This Episode, You’ll Hear: How Dr. Pickering’s early clinical work led her to Montessori education and eventually to developing the Shelton Model of Education. Why she believes today’s reading crisis is both preventable and solvable. Her reflections on the rise of dyslexia identification — and the misconceptions that still persist. What she’s learned after training thousands of educators in structured, multisensory instruction. Her call to parents and teachers: "You are not helpless. Knowledge gives you power — and responsibility." Key Quote “If we don’t prepare teachers, we fail children. And when we fail children, it reverberates through their entire lives.” — Dr. Joyce S. Pickering Call to Action If Dr. Pickering’s message moved you, please share this episode with one teacher or one parent who needs encouragement right now. And if you’d like to support teacher training or structured literacy efforts in your community, visit the Shelton School & Evaluation Center’s resources to learn more about their impact.  Sources Academic Language Therapy Association (ALTA). “Luke Waites ALTA Award of Service: Joyce Pickering (2019).” ALTA Awards, https://www.altaread.org/about/alta-awards/ (See Joyce Pickering listed as 2019 recipient). altaread.org+2altaread.org+2 International Multisensory Structured Language Education Council (IMSLEC). “History & Development.” https://www.imslec.org/history.asp (Includes reference to Joyce Pickering’s role and the development of accreditation and standards). imslec.org+1 Shelton School & Evaluation Center. “Joyce and Bob Pickering – Donor Story.” https://sheltongiving.org/?pageID=3&storyNum=26 (Bio of Joyce Pickering’s work at Shelton School, her background, and lifelong commitment). sheltongiving.org “Spotlight Dr. Joyce Pickering.” Baan Dek, blog post, Oct 2013 (or earlier) — includes early career background, Montessori work, and service history. Baan Dek “Training – Shelton School MSLE Training Courses.” PDF catalog describing Shelton’s MSLE courses and Joyce Pickering as Executive Director Emerita and instructor. https://resources.finalsite.net/images/v1616609702/shelton/oxbsefo5sstht2qc7ufq/SheltonTraining2021comp4c.pdf Cloudinary   PODCAST MUSIC - SOUNDSTRIPE.COM Cody Martin - Innovation, Cody Martin - Retro Spirits, Grant Borland - Limitless, Louis Lion - Past Reflections, Markus Huber - Hoping, OneZero - Transcend, Reveille - Blaze of Glory, Shimmer - What We Call Home This podcast is produced by KB PODCASTS

In rural Kansas, access to reading specialists, dyslexia services, and evidence-based literacy instruction can be limited — or completely unavailable. When schools say “wait and see,” families are often left navigating the system alone. In this episode, we tell the story of what happens when the system says no — and communities rise. You’ll hear how parents, teachers, and local advocates organize, train, and create solutions from the ground up — filling gaps left by underfunded systems and transforming reading outcomes for children who were once overlooked. This is a story about grassroots advocacy, structured literacy, and the power of ordinary people refusing to accept that reading failure is inevitable. IN THIS EPISODE, YOU’LL HEAR FROM: Jen Barrett — Kansas mom A parent whose experience reveals the emotional and financial toll families face when early concerns are dismissed and meaningful support is delayed. Michelle Schmidt — Kansas educator & reading interventionist A veteran teacher reflecting on what she was never taught about how reading works — and how structured literacy training changed everything. Heather Mora — Kansas mom & grassroots literacy advocate A parent whose advocacy reshaped how her district understands dyslexia and literacy instruction. Alana McWilliams — Kansas mom & grassroots literacy advocate A powerful voice on why early identification matters — and the lasting cost of waiting. Dr. Timothy Odegard — Dyslexia researcher A national expert explaining why literacy laws alone don’t solve the reading crisis — and why communities often carry the work forward. YOU’LL LEARN: Why rural families struggle to access dyslexia screening and reading intervention How grassroots organizing fills gaps when systems fall short Why early intervention changes outcomes — and what happens when it’s delayed The difference between identifying dyslexia and truly supporting students How structured literacy transforms classrooms and communities CALL TO ACTION Parents: Trust your instincts. Ask questions. Document concerns. Advocacy often begins at home. Teachers: Seek structured literacy training. Partner with families. Change starts one classroom at a time. Advocates: Organize, connect, and persist. Every conversation builds momentum. Coming next: Joyce S. Pickering — The Elder of the Revolution For more than fifty years, Joyce preserved and passed on structured literacy knowledge when few others would — reminding us that revolutions don’t start loud. They start small. Sources & References:  Odegard, T. N., Hall, C., & Kloberdanz, K. (2025). Literacy legislation in practice: Implementation, impact, and emerging lessons. Annals of Dyslexia. International Dyslexia Association. (2023). Effective reading instruction and dyslexia identification resources. https://dyslexiaida.org/ Kansas State Department of Education. (2023). Dyslexia recognition and support resources.https://www.ksde.org/Agency/Division-of-Learning-Services/Special-Education PODCAST MUSIC - SOUNDSTRIPE.COM Cody Martin - Innovation, Cody Martin - Retro Spirits, Grant Borland - Limitless, Louis Lion - Past Reflections, Markus Huber - Hoping, OneZero - Transcend, Reveille - Blaze of Glory, Shimmer - What We Call Home This podcast is produced by KB PODCASTS

Kansas has officially recognized dyslexia as a learning disability — a historic moment years in the making. But what does that recognition actually mean for families, educators, and students? In this episode of My Child Can’t Read: A Heartland Crisis, we explore how dyslexia language finally entered Kansas law, the advocacy and relationships behind that change, and the reality that recognition alone does not fix instruction, training, or access. You’ll hear from Rob Egan, longtime disability rights advocate, nonprofit leader, and former chair of the Kansas Commission on Disability Concerns, as he traces the unexpected path that connected legislative strategy, parent advocates, and literacy leaders — including advocates from Phillips Fundamental Learning Center — to meaningful policy change. This conversation unpacks why advocacy is often quiet and persistent, why implementation matters as much as legislation, and why this moment is both a beginning and a challenge for literacy in Kansas. In This Episode, You’ll Hear: How dyslexia was formally recognized in Kansas law Rob Egan’s personal path into disability and literacy advocacy The legislative strategy that made recognition possible Why policy does not automatically change classroom instruction How teacher preparation, the Kansas Blueprint for Literacy, and training gaps intersect Why recognition opens doors — and exposes system weaknesses Key Quote “Recognition is not the end. It’s the beginning.” — Rob Egan Call to Action Parents, teachers, advocates, and policymakers each play a role in turning recognition into real support. Stay informed, align instruction with evidence-based practices, and share this episode with someone beginning their advocacy journey. Recognition matters — but follow-through changes outcomes. 🎧 Subscribe to continue Season 3. Next Episode: When the System Says No — Grassroots Organizing 📌 Sources & References Kansas Legislature. Statutory recognition of dyslexia as a learning disability (2023). Kansas Commission on Disability Concerns (KCDC): https://kcdd.org/ Kansas Board of Regents. Kansas Blueprint for Literacy — Overview: https://www.kansasregents.gov/about/kansas-blueprint-for-literacy/blueprint-overview Kansas State Department of Education. Science of Reading licensure requirement & Seal of Literacy: https://ksde.gov/Home/Quick-Links/News-Room/Weekly-News/Reporting-and-Operations/ArtMID/6189/ArticleID/3563/Science-of-reading-teacher-licensure-requirement Individuals with Disabilities Education Act (IDEA): https://sites.ed.gov/idea/ Section 504 of the Rehabilitation Act: https://www2.ed.gov/about/offices/list/ocr/504faq.html   PODCAST MUSIC - SOUNDSTRIPE.COM Cody Martin - Innovation, Cody Martin - Retro Spirits, Grant Borland - Limitless, Louis Lion - Past Reflections, Markus Huber - Hoping, OneZero - Transcend, Reveille - Blaze of Glory, Shimmer - What We Call Home This podcast is produced by KB PODCASTS

Even when families and teachers advocate for struggling readers, systemic blind spots in Special Education can lead to misdiagnosis, mislabeling, and emotional harm. In this episode, we examine how children with dyslexia are frequently misidentified as having behavioral or attention issues, the consequences of delayed intervention, and how parents and teachers can navigate the system to ensure children receive the instruction and support they need. In This Episode, You’ll Hear: Jeanine Phillips shares a story illustrating how evidence-based programs are often inaccessible despite their potential to prevent misdiagnosis. Parents Jen Barrett and Sarah Collins, teachers Joyce Temanson and Brooke Hammond, and psychologist Dr. Janelle Tidemann share their perspectives on the emotional and academic toll of mislabeling children. Insights from experts like Timothy Odegard on the importance of advocacy and documentation to translate legislation into real classroom impact. Strategies for parents and educators to recognize dyslexia, request screenings, and ensure children get evidence-based instruction. Call to Action: Parents: Trust your instincts, document concerns, request evaluations, and advocate persistently. You are the expert on your child. Teachers: Seek training in structured literacy and evidence-based reading instruction. Your knowledge and advocacy can prevent misdiagnosis and support children effectively. Advocates & Policymakers: Help bridge the gap between policy and practice by mentoring parents, sharing resources, and ensuring laws are implemented with fidelity. Subscribe to continue following Season 3 to learn how families and educators overcome systemic barriers and build models that serve every child. Sources & References: Dehaene, S. (2017, May 12). How the brain learns to read [Video]. YouTube. https://www.youtube.com/watch?v=25GI3-kiLdo  International Dyslexia Association. (2023). Effective reading instruction and dyslexia identification resources. https://dyslexiaida.org/ Kansas State Department of Education. (2023). Dyslexia recognition and support resources.https://www.ksde.org/Agency/Division-of-Learning-Services/Special-Education Odegard, T. N., Hall, C., & Kloberdanz, K. (2025). Literacy legislation in practice: Implementation, impact, and emerging lessons. Annals of Dyslexia. PFLC Parent Advocacy Resources Phillips, J., Bryant, B., & Glover, J. (2025). Personal communications and parent advocacy experiences. The Brain Prize. (2016, November 1). The Brain Prize presents: Stanislas Dehaene [Video]. YouTube. https://www.youtube.com/watch?v=wlYZBi_07vk The SPED Boss Parent Advocacy Resources   PODCAST MUSIC - SOUNDSTRIPE.COM Cody Martin - Innovation, Cody Martin - Retro Spirits, Grant Borland - Limitless, Louis Lion - Past Reflections, Markus Huber - Hoping, OneZero - Transcend, Reveille - Blaze of Glory, Shimmer - What We Call Home This podcast is produced by KB PODCASTS  

In this episode, we explore the essential role parents play in advocating for their children’s right to read. From early concerns to navigating school systems and special education processes, families and experts share how informed advocacy transforms fear and confusion into clarity and action. Through parent stories, advocacy experts, and research voices, this episode shows how policy on paper only becomes real support when parents know their rights — and use them. In This Episode, You’ll Hear: Parent and Teacher Danielle Morris — On being told to “wait and see” while her child continued to struggle Parent Jamie Beck — On realizing the system was not going to intervene unless she did Barb Orsi — Explains the power of documentation and educational records Amy Trombetti — Breaks down written requests and parent-school as partnership  Karen Mayer-Cunningham, Founder of Special Education Academy — Helps parents understand: The difference between interventions, 504 plans, and IEPs How written requests trigger legal timelines The role of Prior Written Notice School evaluations vs. independent evaluations Compensatory education when instructional time is lost Dr. Timothy Odegard — On the implementation gap, teacher preparation, and what it takes for literacy reform to actually work in classrooms Former Student Erin Connell — expressing gratitude for her mother’s advocacy Episode Themes: Advocacy as access — not aggression Why “wait and see” delays harm children How informed parents change instruction, not just outcomes The gap between policy passage and classroom practice Why documentation and written requests matter Call to Action: Parents: Document concerns. Learn your rights. Put requests in writing. Seek advocacy support when needed. Teachers: Partner with families. Advocacy isn’t an attack — it’s an invitation to do better. Advocates & Policymakers: Share this episode. Mentor parents. Systems change when silence ends. Subscribe to continue Season 3. Next episode explores what happens when the system sees the problem — and still gets it wrong. Sources & References Odegard, T. N., Hall, C., & Kloberdanz, K. (2025). Literacy legislation in practice: Implementation, impact, and emerging lessons. Annals of Dyslexia. https://link.springer.com/journal/11881 Kansas Board of Regents. (n.d.). Kansas Blueprint for Literacy: Aligning reading instruction with the science of reading. https://www.kansasregents.gov/about/kansas-blueprint-for-literacy/blueprint-overview Kansas Constitution — Article 6 (Education) https://www.kslegresearch.org/KLRD-web/Publications/Constitution.pdf Kansas State Board of Education. (n.d.). Science of reading teacher licensure requirement & Seal of Literacy. https://ksde.gov/Home/Quick-Links/News-Room/Weekly-News/Reporting-and-Operations/ArtMID/6189/ArticleID/3563/Science-of-reading-teacher-licensure-requirement Individuals with Disabilities Education Act (IDEA) https://sites.ed.gov/idea/ Section 504 of the Rehabilitation Act https://www2.ed.gov/about/offices/list/ocr/504faq.html Special Education Academy — Parent advocacy education & resources Karen Mayer-Cunningham, Founder of Special Education Academy https://specialeducationacademy.com   PODCAST MUSIC - SOUNDSTRIPE.COM Cody Martin - Innovation, Cody Martin - Retro Spirits, Grant Borland - Limitless, Louis Lion - Past Reflections, Markus Huber - Hoping, OneZero - Transcend, Reveille - Blaze of Glory, Shimmer - What We Call Home This podcast is produced by KB PODCASTS  

 In this premiere episode of Season 3, Teacher Voices: What We Were Never Taught, we explore the stories of teachers who were never taught how the brain actually learns to read. From decades of classroom experience to the challenges of supporting struggling readers, our guests reveal the gaps in teacher preparation and the deep impact on children, parents, and educators alike. We connect these experiences to the neuroscience of reading, highlighting how systematic, brain-aligned instruction is essential. Expert voices like Timothy Odegard explain how proper identification of dyslexia, effective policy implementation, and systemic supports are key to meaningful change. We also look back at historical approaches, like the McGuffey Readers, that aligned with the brain’s natural pathways for literacy. In This Episode, You’ll Hear: Timothy Odegard — Researcher and literacy expert; discusses the need for systemic supports, how dyslexia is distinguished from inadequate instruction, and why policy alone isn’t enough to improve student outcomes. Diane House, Skyline Principal (Pratt, KS) — On the enduring appeal of balanced literacy and the resistance to changing longstanding educational practices. Joyce Temanson — Reflects on realizing her training didn’t prepare her to teach structured literacy and the guilt that followed. Danielle Morris — Shares the frustration and emotional weight of lacking the tools to support struggling readers. Kendra Heim — Explains the emotional burden teachers carry when students struggle and how systemic failures contribute to guilt. Cindy Lane — Describes being “sold a story” of balanced literacy despite extensive resources that failed to support true reading growth. Episode Themes: Teacher preparation gaps and their consequences for students. The neuroscience behind reading and structured literacy. How dyslexia has been historically misunderstood and misdiagnosed. The emotional weight and guilt teachers carry due to systemic failures. The role of advocacy and evidence-based practice in transforming outcomes for students. Transition to Episode 2: Next time, we step into the force powering some of the biggest changes in literacy: parent advocacy. Jesica talks with Barb Orsi and Amy Trombetti, who guide families through Special Education meetings, dyslexia identification, and navigating school systems that often say “no” before they say “yes.” Call to Action: Parents: Listen to Season 1 for tools and language to advocate confidently for your child. Teachers: Revisit Season 2, especially Episode 3 on the reading brain and Episode 4 on systemic change. Advocates/Policymakers: Share this episode with someone carrying guilt for something they were never taught. Subscribe to stay empowered, challenged, and equipped this season.   Sources & References:  Odegard, T. N., Hall, C., & Kloberdanz, K. (2025). Literacy legislation in practice: Implementation, impact, and emerging lessons. Annals of Dyslexia. The Brain Prize. (2016, November 1). The Brain Prize presents: Stanislas Dehaene [Video]. YouTube. https://www.youtube.com/watch?v=wlYZBi_07vk Dehaene, S. (2017, May 12). How the brain learns to read [Video]. YouTube. https://www.youtube.com/watch?v=25GI3-kiLdo Reading Rockets. (n.d.). What are decodable books and why are they important. https://www.readingrockets.org/topics/curriculum-and-instruction/articles/what-are-decodable-books-and-why-are-they-important Ohio University, Ping Institute. (n.d.). McGuffey Readers. Retrieved from: https://www.ohio.edu/cas/ping-institute/humanities-park/mcguffey-readers Wolf, M. (2023, October 27). Reading Fluency and Dyslexia: The Science and the Practice — presentation at TDFC 2023. Massachusetts General Hospital Institute of Health Professionals, Charlestown, MA. Retrieved  PODCAST MUSIC - SOUNDSTRIPE.COM Cody Martin - Innovation, Cody Martin - Retro Spirits, Grant Borland - Limitless, Louis Lion - Past Reflections, Markus Huber - Hoping, OneZero - Transcend, Reveille - Blaze of Glory, Shimmer - What We Call Home This podcast is produced by KB PODCASTS

This is the introduction to season three of 'My Child Can't Read: A Heartland Crisis.' This season of the  podcast explores the real-life battles within the literacy revolution. Highlighting stories from teachers, parents, and advocates, the season delves into the struggles and triumphs of those fighting for children's right to read in a system that often fails them. Listeners are taken back through history to understand the roots and evolution of reading education, concluding with a message of hope and the powerful change that occurs when parents and teachers unite. PODCAST MUSIC - SOUNDSTRIPE.COM Louis Lion - Past Reflections This podcast is hosted by Jesica Glover This podcast is produced by KB PODCASTS

SHOW NOTES  In this special bonus episode of My Child Can’t Read: A Heartland Crisis, host Jesica Glover sits down with Tammy Kofford, whose 30-year journey from classroom confusion to literacy transformation captures the heart of our bonus title: When the Teacher Gets It, Literacy is Unlocked for Everyone. Tammy’s story begins in the era of whole language, where teachers were told that reading would come “naturally.” It wasn’t until she discovered the Science of Reading — and her own dyslexia — that everything changed. From that moment, she dedicated her career to training other teachers and giving struggling readers the instruction they deserve. In This Episode You’ll Hear: How Tammy’s early teaching years revealed the gaps in her college preparation What led her to the Scottish Rite Learning Center of West Texas and the Alphabetic Phonics program The breakthrough that came when she discovered her own dyslexia How structured literacy approaches transformed not just her students, but her confidence as a teacher Moving success stories — from a child who memorized entire books to a sixth grader who finally volunteered to read aloud Why teacher training, not just curriculum, is the key to unlocking literacy for all Key Quote “Teaching reading isn’t about giving teachers a program. It’s about giving them the knowledge to teach reading the way the brain learns.” — Tammy Kofford Call to Action If you’re an educator, parent, or policymaker, Tammy’s story is your reminder: teacher knowledge is the foundation of literacy. Share this episode with a teacher who’s ready to “get it.” When they do, everything changes. Resources & References: Phillips Fundamental Learning Center Andeel Teacher Literacy Institute PODCAST MUSIC - SOUNDSTRIPE.COM Shimmer - What We Call Home, LNDO - Colour, Cody Martin - Pembrokeshire, Cody Martin - Agape, Reveille - Fallbrook, Moments - Luster, Rest Settles - Endings, Cody Martin - Petalstone, Cody Martin - Make Your Wish This podcast is produced by KB PODCASTS

SHOW NOTES / RESOURCES Mississippi has gone from near the bottom to top 10 in the nation for fourth-grade reading — and other states are following its lead. In this episode, we explore the blueprint behind Mississippi’s success: statewide alignment, sustained professional learning, intensive coaching, strategic assessment, and university partnerships. We also look at what Kansas can learn from these models and the actions parents, teachers, and policymakers can take now to ensure literacy for all. In This Episode You'll Hear: Kelly Butler – Former CEO of the Barksdale Reading Institute, shares how Mississippi built a “marathon” of literacy reform through teacher preparation, policy, and assessment. Kay Peterson – Literacy trainer and dyslexia therapy educator, explains the critical role of structured literacy training for teachers and preservice teachers, and how equity and support for all students drives success. Diane Lyon – Mississippi literacy leader, underscores how a coordinated system of support, accountability, and science-based instruction created measurable improvements. Jill Hoda – Assistant Mississippi State Literacy Director, explains why fidelity to structured literacy and coaching is essential to systemic change. Katie Williamson – Assistant Director, Mississippi Literacy Initiatives, highlights the non-evaluative, supportive coaching model that empowers teachers and strengthens literacy efforts. Jon Rolph – Shares how individual ownership and leadership in schools can spark wider cultural change. Alana McWilliams – Emphasizes the importance of aligned stakeholders — educators, parents, legislators, and business leaders — to create a statewide literacy movement. Key Quote: "Mississippi shows that sustained effort, layered support, and alignment matter more than any one program or 'miracle.'" — Jill Hoda, Assistant Mississippi State Literacy Director Resources & References: NAEP: The Nation’s Report Card Mississippi Literacy‑Based Promotion Act (3rd Grade Reading Law) Tennessee Literacy Success Act (2021)  North Carolina Science of Reading Initiative Colorado READ Act & K–3 Teacher Training  LETRS (Language Essentials for Teachers of Reading and Spelling)  AIM Pathways Literacy Training Barksdale Reading Institute Phillips Fundamental Learning Center Call to Action: If Mississippi can do it, so can Kansas. Share this episode with policymakers, educators, and parents — the Reading Revival is possible if we act together. Fund coaching networks, train teachers in structured literacy, align curricula with the Science of Reading, and support every child’s right to read. PODCAST MUSIC - SOUNDSTRIPE.COM Shimmer - What We Call Home, LNDO - Colour, Cody Martin - Pembrokeshire, Cody Martin - Agape, Reveille - Fallbrook, Moments - Luster, Rest Settles - Endings, Cody Martin - Petalstone, Cody Martin - Make Your Wish This podcast is produced by KB PODCASTS

Show Notes In this episode, we explore the state of literacy in Kansas and across the U.S., digging into the latest NAEP data to uncover what it really tells us about reading proficiency. We discuss the persistent gaps in achievement, the urgent need for systemic change, and the power of evidence-based instruction. Featuring voices from Diane Lyon, Kendra Heim, Alana McWilliams, Sarah Balzer, and other education leaders, we show how structured literacy and the Science of Reading offer a roadmap to reversing decades of decline. In This Episode You’ll Hear: Megan Steele on Kansas 10th graders’ proficiency levels and what the numbers mean for their future. Only 31% of U.S. 4th graders scored at or above proficient in reading in 2024, showing little long-term growth since 1992. Dr. David Hurford breaking down national literacy statistics, the economic impact of adult illiteracy, and pockets of success across Kansas. Only 31% of U.S. 4th graders scored at or above proficient in reading in 2024, showing little long-term growth since 1992. Kansas mirrors the national picture: 28% of 4th graders are proficient, with some districts below 20%. Diane Lyon and Alana McWilliams on interpreting Kansas data, equity gaps, and why structured literacy is essential for all students. Behind every statistic is a child, a teacher, and a family — and action at the policy, school, and community level can change the trajectory. Kendra Heim on how reading struggles show up in classrooms and what teachers need to close the gaps. Early identification and structured literacy are critical for closing gaps, especially for students with dyslexia, English learners, and students from low-income households. Sarah Balzer on the global perspective: dyslexia doesn’t discriminate, and access to trained teachers transforms outcomes. Daniel Morris and Amie Engelbrecht on the power of school-parent-teacher collaboration to help struggling readers, and the impact of missing this key component. The goal of evidence-based instruction is to improve proficiency and reduce special education referrals; Mississippi is an example, rising from 28% to 43% proficiency after structured literacy adoption. Key Quote: "Numbers can either paralyze us or propel us. We have to choose the latter. The data tells us that the Science of Reading works. The question is whether we will have the courage to act on it." — Diane Lyon Call to Action: Parents: Schedule an assessment with Phillips Fundamental Learning Center at funlearn.org or call 316-684-7323. Bring your child’s scores and a PFLC diagnostic assessment to a parent-teacher meeting. Ask about curriculum and teacher training. Community: Start a local petition or PTA agenda item asking for structured-literacy audits. Policymakers: Request a briefing on HB 2322 implementation and funding. Resources & References: Allen, J. (2025, September 9). For immediate release: Statement on latest NAEP 12th grade reading and math results. Center for Education Reform. Link Data Walk: Reading Summit Mobilizes Community Around Childhood Literacy Gaab, Nadine, PhD. (2017). It’s a Myth That Young Children Cannot Be Screened for Dyslexia! International Dyslexia Association (IDA). Kansas Blueprint for Literacy Overview Kansas State Department of Education. (2023–24). Year in Review Meckler, L. (2025, September 9). Student test scores are sliding, reaching new lows. Washington Post.  National Center for Education Statistics. (2025). NAEP 2024 Reading Snapshot Report for 4th Grade. U.S. Department of Education.  2024 NAEP Reading Snapshot Report for Kansas Grade 4 2024-25 KSDE Approved Evidence-Based Programs Kansas School Districts can choose from, particularly for at-risk students, many of which align with structured literacy principles.  PODCAST MUSIC - SOUNDSTRIPE.COM Shimmer - What We Call Home, LNDO - Colour, Cody Martin - Pembrokeshire, Cody Martin - Agape, Reveille - Fallbrook, Moments - Luster, Rest Settles - Endings, Cody Martin - Petalstone, Cody Martin - Make Your Wish This podcast is produced by KB PODCASTS

Show Notes: What actually happens in the brain when a child learns to read? In this episode, host Jesica Glover explores the neuroscience behind reading — uncovering why the Science of Reading works from a biological standpoint and how understanding the brain’s reading circuitry can transform how we teach. You’ll hear from experts, educators, and Kansas leaders who explain what decades of research have revealed about decoding, comprehension, and how structured literacy can literally rewire the brain for reading success. In This Episode, You’ll Hear: How the brain learns to read — why reading isn’t “natural,” and how the brain repurposes regions built for vision and language to process print. Why phonics and phonemic awareness matter — connecting letters to sounds activates the left-hemisphere reading network essential for fluent reading. Hope through brain change — neuroscientist Dr. Reid Lyon describes brain scans showing struggling readers’ neural patterns transform after structured literacy instruction. What effective instruction looks like — insights from Dr. Louisa Moats on how explicit, systematic teaching unlocks the alphabetic principle. The Kansas connection — Dr. David Hurford and Cindy Lane share how state leaders are using brain science to reshape teacher training and literacy policy. Why “three-cueing” fails — guessing words bypasses the brain’s reading circuit, reinforcing habits that make decoding harder over time. The takeaway: Reading can — and must — be taught in a way that aligns with how the brain learns best. Reading isn’t firmware in our brains. It has to be explicitly taught — step by step — so that written language becomes a code we can unlock. — Dr. David Hurford, Center for Reading, Pittsburg State University Resources & References Dehaene, Stanislas. Reading in the Brain: The New Science of How We Read (2009)  Dehaene, S. (2009). Interview with Scientific American: “The Brain That Reads.” Fletcher, Jack M. et al. (2018). “Classification and Identification of Learning Disabilities: A Hybrid Model.” Gabrieli et al., MIT, 2014 Hanford, Emily. “At a Loss for Words.” APM Reports (2019). Moats, L. (2020), NCTQ Reports Shaywitz, Sally. Overcoming Dyslexia (2nd Ed., 2020)  Seidenberg, Mark. Language at the Speed of Sight National Council on Teacher Quality (2023). Teacher Prep Review National Reading Panel (2000). Teaching Children to Read  The Reading League Compass, 2023 Saygin, Z.M. et al. (2014). “Tracking the roots of reading ability.” Nature Neuroscience  PODCAST MUSIC - SOUNDSTRIPE.COM Shimmer - What We Call Home, LNDO - Colour, Cody Martin - Pembrokeshire, Cody Martin - Agape, Reveille - Fallbrook, Moments - Luster, Rest Settles - Endings, Cody Martin - Petalstone, Cody Martin - Make Your Wish This podcast is produced by KB PODCASTS

Show notes:  What happens when a school doesn’t just talk about the Science of Reading — but builds everything around it? In this episode, Jesica takes listeners inside the Phillips Fundamental Learning Center in Wichita, Kansas — a place where reading science meets compassion and children who once struggled to read are now thriving. Through powerful stories from parents, assessors, teachers, and leaders, we explore what’s possible when instruction is rooted in research, not guesswork. From the heartbreak that inspired its founding to the hope that fills every classroom today, Phillips stands as a model for how Kansas — and the nation — can transform literacy outcomes for all students. In This Episode You’ll Hear: Jeanine Phillips — Founder of Phillips Fundamental Learning Center, sharing how her son’s struggle to read inspired a movement that’s changing the future of literacy in Kansas. Diane Lyon — Reflecting on her own reading journey and the power of schools that intervene early and with purpose. Why early reading assessments are a doorway to hope for struggling learners and their families. Connie Thompson — Director of Assessment, walking us through how Phillips’ unique assessment process uncovers the why behind each child’s struggles and gives parents a roadmap for hope. Jill Hodge — Academic Language Therapist and instructor in the Andeel Teacher Literacy Institute, explaining how teacher training rooted in evidence-based practices changes classrooms from the inside out. How Phillips’ model combines teacher training, student instruction, and assessment under one roof — creating systemic change. Denise Kuhns — Director of Rolph Literacy Academy stresses the importance of providing dyslexic students with learning experiences that teach students the way their brains learn best. The impact of structured literacy and Orton-Gillingham-based instruction for students with dyslexia and other reading challenges.   Sarah Collins, Stacie Swanson, Michelle Howard, Olivia Howard, Evie Glover, Audrie Mangel  — parents and students at Rolph Literacy Academy on how structured literacy transformed their children’s confidence, skills, and futures Chartell Grissom — Newer Alphabetic Phonics Teacher shares the realization of how phonemic awareness is empowering students. Denise Richalano — Stern Math Teacher uncovers the transformational growth true discovery learning provides neurodivergent learners. Why literacy isn’t optional — and how compassion, science, and community together make transformation possible. Emily DeGraaf — Homeschool Mom empowered by training at the Andeel Literacy Teachers Institute is now seeing her dyslexic daughter make gains! Aaron and Gabby Roach — Parents whose son was diagnosed with dyslexia and found success through structured literacy tutoring and support, sharing how their family’s story turned from frustration to freedom. “Children who struggle to read aren’t broken. The system is. And it’s our job to fix it.” — Jeanine Phillips Call to Action: Schedule a tour at Phillips Fundamental Learning Center, apply for your 5–8-year-old child to attend Rolph Literacy Academy before Christmas, or call today to schedule an assessment — it could be the doorway to hope your family has been searching for. Resources & References International Dyslexia Association. “What is the Orton-Gillingham Approach?” Galuschka, K. et al. (2021). Effectiveness of Structured Literacy for Children with Reading Difficulties: A Meta-Analysis Seidenberg, M. (2017). Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It National Council on Teacher Quality (2023). Teacher Prep Review: Strengthening Reading Instruction Phillips Fundamental Learning Center internal outcomes report.  National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. NICHD. National Reading Panel. (2025). The 2025 National Reading Panel Update: What’s Changed in Phonics Research? NCTQ’s 2023 Teacher Prep Review: Strengthening Elementary Reading Instruction Kansas Board of Regents — Foundations of the Science of Reading course Kansas “Strengthening Kansas’s Implementation of the Science of Reading” (Kansas state-level PDF from NCTQ) PODCAST MUSIC - SOUNDSTRIPE.COM Shimmer - What We Call Home, LNDO - Colour, Cody Martin - Pembrokeshire, Cody Martin - Agape, Reveille - Fallbrook, Moments - Luster, Rest Settles - Endings, Cody Martin - Petalstone, Cody Martin - Make Your Wish This podcast is produced by KB PODCASTS

Show Notes If we know how children learn to read, why are so many schools still getting it wrong? In this episode, Jesica dives into the science behind phonics, the pitfalls of whole language and balanced literacy, and the systemic barriers keeping effective reading instruction out of classrooms. You’ll hear from reading researchers, school leaders, literacy specialists and parents who have seen firsthand the difference structured literacy can make — and how Kansas is beginning to shift toward evidence-based reading instruction. In This Episode You’ll Hear: Crystal Goins — Founder of Resilient Teacher Mom and Heartwise Scholars Microschool and CEO of Teachers As Partners, shares her experience with transitioning toward the Science of Reading in her instructional approach  Dr. Louisa Moats — lead architect of LETRS, on why phonics often fails when teachers lack proper training or materials Dr. G. Reid Lyon — former NIH neuropsychologist, on essential components of reading and why phonics alone isn’t enough Jeanine Phillips — sharing the personal and professional impact of missing reading components in classrooms Kendra Heim — principal, on the challenges of implementing structured literacy for all learners (5:42–6:32) Joan Stambaugh — assessment specialist and author, on the consequences of whole language instruction and the power of phonics  Tammy Kofford — director of teacher training at Phillips Fundamental Learning Center, on equipping teachers with the tools to help struggling readers Sarah Balzar — reading specialist, on the impact of Science-of-Reading-aligned professional development Diane House — Skyline principal, on leadership and retraining staff to align with research How teacher preparation and curriculum choices have perpetuated the literacy crisis Evidence-based strategies already working in Kansas and across the U.S. Why this is Kansas’ moment of reckoning — if we get this right, we can change the future for every child Key Quotes “Reading isn’t natural… it’s a skill we have to be explicitly taught.” — Jesica, summarizing Dr. Louisa Moats and Dr. G. Reid Lyon “Teachers aren’t the enemy here — they’re the victims of insufficient training and misguided curricula that weren’t based on the Science of Reading.” — Tammy Kofford Call to Action Parents: Ask your child’s teacher and principal about the curriculum and structured literacy training. Consider diagnostic testing and support from Phillips Fundamental Learning Center. Teachers: Enroll in Science-of-Reading-aligned professional development, including Alphabetic Phonics or Orton-Gillingham-based training, and advocate for administrative support. Kansas Listeners: Support statewide alignment with Science of Reading. Engage in school and policy discussions to ensure every child has the right to learn to read. Resources & References National Assessment of Educational Progress (NAEP), 2024 Results Moats, L. C. (1999). Teaching Reading Is Rocket Science. American Federation of Teachers. National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature. Ehri, L. C. (2022). Systematic Phonics Instruction Helps Students Learn to Read: Evidence from Meta-Analyses. Dehaene, S. (2009). Reading in the Brain: The New Science of How We Read. Viking. Education Week Survey (2020). What Teachers Know About the Science of Reading. National Council on Teacher Quality (NCTQ), 2023 Teacher Prep Review Kansas Department of Education Internal Review (2022) Hanford, E. (2023). Sold a Story: How Teaching Kids to Read Went So Wrong. American Public Media National Reading Panel Higher Education Standards – Science of Reading Template Kansas Education Framework for Literacy (2025) Kansas Educator Preparation Provider Accreditation and Standards Handbook (2025) Updates on Science of Reading Licensure Requirements (2024) Mississippi – NAEP 4th Gr Reading: Contextualizing Mississippi's 2024 NAEP Scores Alabama – 3rd Gr Reading Improvement: Major Gains on Reading Scores in Alabama North Carolina – K–3 Mid-Year Growth: NC Department of Public Instruction Press Release Tennessee – 3rd Gr Proficiency: Tennessee Makes Historic Gains in Third Grade Reading Indiana – IREAD-3 Score Increase: Indiana Third-Grade Reading Scores PODCAST MUSIC - SOUNDSTRIPE.COM Shimmer - What We Call Home, LNDO - Colour, Cody Martin - Pembrokeshire, Cody Martin - Agape, Reveille - Fallbrook, Moments - Luster, Rest Settles - Endings, Cody Martin - Petalstone, Cody Martin - Make Your Wish This podcast is produced by KB PODCASTS

Watching a child struggle to read can feel heartbreaking—and for parents and teachers, it’s easy to feel powerless. In this bonus episode of My Child Can’t Read: A Heartland Crisis, host Jesica Glover sits down with Tammi Hope, Director of Program Development at Phillips Fundamental Learning Center (PFLC), to hear how belief, the right tools, and a child-centered approach are transforming literacy education in Kansas. This episode is packed with hope, insight, and inspiration for parents, teachers, and advocates alike. What You’ll Learn: How child-centered, research-based literacy programs can change lives The importance of understanding the whole child in learning and advocacy Steps parents and educators can take to ensure children get the support they need Tammi Hope’s journey from teacher to leader in literacy programs How PFLC teaches the whole child, not just reading skills Powerful stories from educators experiencing “lightbulb moments” in training Lessons from her grandchildren that reaffirm why effective intervention matters "If you know that you're using tools that don't work, you are doing a disservice to the child and to yourself. You're setting both of you up for failure." — Tammi Hope Resources & Links: Parents and Community Members, attend a PFLC free lecture or simulation to understand more about dyslexia and experience firsthand how it feels to be neurodiverse. Email [email protected] or call (316) 684-7323 to learn more. Educators, learn more about attending a Structured Literacy Intervention Specialist course by contacting Anne: [email protected] or call (316) 684-7323 Phillips Fundamental Learning Center Andeel Teacher Literacy Institute at PFLC   Call to Action Subscribe so you never miss an episode, including Season 2: The Anatomy of Change Rate & Review on your favorite podcast platform to help others find the show Share this episode with a parent, teacher, or professor preparing future educators Tell us your story at: funlearn.org/subscribe Explore screening tools and resources at: funlearn.org PODCAST MUSIC - SOUNDSTRIPE.COM Shimmer - What We Call Home, Cody Martin - Innovation, Reville - Curiosity, LNDO - Daydreaming , Shimmer - Craft This podcast is produced by KB PODCASTS

What if every child had access to the kind of instruction that transforms lives?  In our Season 1 finale, we revisit the journey of Austin, once a struggling 6-year-old, now a thriving 17-year-old scoring in the top percentiles on the ACT. His story reminds us what’s possible when kids are finally taught to read with proven methods. This episode takes a hard look at Kansas literacy outcomes, where only 28% of fourth graders are proficient in reading, and explores the systemic reforms underway. From legislators and board members to parents, teachers, and students, you’ll hear how Kansas is at a turning point — and what it will take to finally get this right. In This Episode You’ll Hear: Austin Collins shares how his life was transformed after years of struggle having had structured literacy instruction Senator Renee Erickson on the literacy crisis and why research shows 95–97% of kids can learn to read with the right instruction Kansas State Board of Education Chair Cathy Hopkins on what’s kept the science of reading out of classrooms — and why collaboration is the key to moving forward Representative Megan Steele, both policymaker and parent, on why this crisis is personal and professional Research shows 95–97% of students can learn to read with structured literacy. Policy changes like the Seal of Literacy are steps forward, but without strong implementation and classroom application, they risk falling short. Rolph Literacy Academy demonstrates how science-based instruction can change lives — for students, parents, and educators alike. Veteran teacher Stephani Brooks on the challenges of training and implementation in Kansas schools Skyline Schools PK-8 Principal Diane House and Teachers: Joyce Temanson, Carrie Harrold, Michelle Schmidt share the shift in student impact after having structured literacy training in Alphabetic Phonics on the lives of students- who also share as well. This is Kansas’ moment of reckoning: if we get this right, we can change the future for every child. Resources & Further Reading Children of the Code Project Hope for Kansas Episode 1  IMSLEC (International Multisensory Structured Language Education Council) Kansas State Department of Education — Literacy Seal requirements LETRS Professional Learning by Dr. Louisa Moats NAEP (Nation’s Report Card) Kansas Reading Results  Phillips Fundamental Learning Center Sold a Story podcast — Emily Hanford, APM Reports Teaching Reading Is Rocket Science by Dr. Louisa Moats (AFT, 2020) Reading in the Brain by Stanislas Dehaene (Viking, 2009) Call to Action Subscribe so you never miss an episode, including our bonus episode with Tammi Hope from PFLC and Season 2: The Anatomy of Change Rate & Review on your favorite podcast platform to help others find the show Share this episode with a parent, teacher, policy maker, or professor preparing future educators Tell us your story at: funlearn.org/subscribe Explore screening tools and resources at: funlearn.org PODCAST MUSIC - SOUNDSTRIPE.COM Shimmer - What We Call Home, Cody Martin - Innovation, Reville - Curiosity, LNDO - Daydreaming , Shimmer - Craft This podcast is produced by KB PODCASTS

What if the child getting in trouble at school wasn’t defiant, but desperate?    In this moving episode, we hear directly from struggling readers and their families about what school really felt like when the system failed to see them. Kids labeled as lazy, inattentive, or “the problem” describe the shame, isolation, and heartbreak that came from not being able to read — and the turning points when someone finally listened.   We also hear from parents, educators, and psychologists who reveal how often the signs of dyslexia and other learning differences are missed — and what misunderstanding really costs children.   In This Episode You’ll Hear: Cooper, Evie, Emmi, Hadlie, and Austin —  students reflecting on what it feels/felt like to be called “stupid,” “lazy,” or ignored in class Parents Stacie Swanson, Sarah Collins, and Lindsey Angleton — sharing the early signs they saw and the pushback they faced Dr. Janelle Tidemann — psychologist explaining the overlooked red flags and why bright, creative kids often slip through the cracks Jeanine Phillips, Jill Hodge, and Sarah Balzar — Kansas educators describing how training changed everything they thought they knew The national scope of reading struggles, the Reading Wars, and why balanced literacy wasn’t enough Struggling readers often say they feel “stupid” or “invisible” long before they’re diagnosed Early signs — speech delays, difficulty rhyming, not recognizing letters — are often brushed off as “they’ll grow out of it” Dyslexia is real, common, and too often misdiagnosed as behavior problems, ADHD, or defiance Balanced literacy left teachers unprepared to meet the needs of all learners Early intervention and structured literacy change not just academic outcomes, but emotional lives   “I wasn’t lazy. I was misunderstood. Something has to change.” – Emmie Johnston   Call to Action Subscribe so you never miss an episode Rate & Review on your favorite podcast platform to help others find the show Share this episode with a parent, teacher, policy maker, or professor preparing future educators Tell us your story at: funlearn.org/subscribe Explore screening tools and resources at: funlearn.org   Resources & Further Reading Phillips Fundamental Learning Center (Wichita, KS) LETRS Structured Literacy Training Children of the Code video series: What’s at Stake Sold a Story podcast — Emily Hanford & APM Reports Reading in the Brain by Stanislas Dehaene (Viking, 2009) Teaching Reading Is Rocket Science by Dr. Louisa Moats (AFT, 2020) — Read PDF Center on the Developing Child at Harvard University — Jack Shonkoff’s work National Assessment of Educational Progress (NAEP) Reading Scores, 2024 Visit NAEP – Nation’s Report Card PODCAST MUSIC - SOUNDSTRIPE.COM Shimmer - What We Call Home, Cody Martin - Innovation, Reville - Curiosity, LNDO - Daydreaming , Shimmer - Craft This podcast is produced by KB PODCASTS

What if I told you it was never your fault?   Many teachers care deeply — so why do so many children still struggle to read? In this eye-opening episode, we explore the myth of balanced literacy, the widespread training gaps in teacher preparation, and the emotional toll on students and families. We follow the powerful journey of Jeanine Phillips — a Kansas teacher and mom who discovered her own dyslexia in college and then fought to understand why her son, Cooper, couldn’t read. Their story reveals how broken systems leave educators unprepared, students misdiagnosed, and families desperate for answers — until someone finally teaches the code. In This Episode You’ll Hear: Jeanine Phillips’s story of discovering her own dyslexia and advocating for her son Cooper Phillips reflecting on shame, a diagnosis of profound dyslexia, and the moment everything changed Dr. Brian Stone’s perspective on identifying dyslexia and guiding a family toward healing Balanced literacy didn’t prepare teachers to teach reading — and many never learned how the brain actually learns to read Dyslexia is real, common, and often misunderstood — in both students and adults Early intervention, structured literacy, and the right support can change the trajectory of a child’s life. Families and teachers are doing their best within broken systems — and change starts with knowledge and action You’re not alone, and you’re not to blame — but together, we can do better “Balanced literacy didn’t prepare me to teach reading. I had the title, but not the training.” – Jeanine Phillips Call to Action Subscribe so you never miss an episode Rate & Review on your favorite podcast platform to help others find the show Share this episode with a parent, teacher, or professor preparing future educators Tell us your story at: funlearn.org/subscribe Explore screening tools and resources at: funlearn.org Resources & Further Reading Phillips Fundamental Learning Center — Wichita, KS LETRS Structured Literacy Training Sold a Story podcast — Emily Hanford & APM Reports Children of the Code video series Teaching Reading Is Rocket Science by Dr. Louisa Moats, AFT (2020) — Myths About Dyslexia — PDF Resource   _________________________________________________________________________________________________________ PODCAST MUSIC - SOUNDSTRIPE.COM Shimmer - What We Call Home, Cody Martin - Innovation, Reville - Curiosity, LNDO - Daydreaming , Shimmer - Craft This podcast is produced by KB PODCASTS

What if everything you believed about how kids learn to read… was wrong?   In this Season 1 premiere, host Jesica Glover — a mom, former reading specialist, and once-struggling reader herself — shares her family’s journey through confusion, frustration, and discovery. This episode uncovers how our education system lost sight of how reading really works… and why so many parents and teachers were left in the dark. You’ll hear from brain scientists, psychologists, educators, students, and parents all asking the same painful question: Why can’t my child read — and why didn’t anyone prepare us to help them? This isn’t just a story about what went wrong. It’s the beginning of a reckoning — and a roadmap toward what’s possible. In This Episode You’ll Hear Jesica Glover’s personal story of struggle — as a mom and an educator Kansas Educator, Jill Hodge, reflecting on feeling unprepared despite a degree Sarah Collins discovering her child’s experience wasn’t unique Teen Emmi Johnston describing what it’s like to feel “stupid” — until someone finally teaches you to read Austin Collins, age 10, student with dyslexia Dr. Reid Lyon explaining why reading isn’t natural — and why the science still hasn’t reached most classrooms   “If you’re a teacher who feels unprepared, a parent who feels unheard, or a student who feels invisible — you’re not alone. And it’s not your fault.”   Call to Action Subscribe so you never miss an episode Rate & Review on your favorite podcast platform to help others find the show Share this episode with a parent, teacher, or professor preparing future educators Tell us your story at: funlearn.org/subscribe Explore screening tools and resources at: funlearn.org   Resources & Further Reading Alphabetic Phonics Curriculum (Multisensory Teaching Approach)  Children of the Code video series: What’s at Stake Dr. Reid Lyon, Keynote, Summit for Literacy (2024) LETRS Structured Literacy Training Phillips Fundamental Learning Center — Wichita, KS Reading in the Brain by Stanislas Dehaene (Viking, 2009) Sold a Story podcast — Emily Hanford & APM Reports Teaching Reading Is Rocket Science by Louisa Moats, AFT (2020) G. Reid Lyon, “Why Reading Is Not a Natural Process,” via SOUNDSTRIPE.COM Shimmer - What We Call Home, Cody Martin - Innovation, Reville - Curiosity, LNDO - Daydreaming , Shimmer - Craft This podcast is produced by KB PODCASTS

If you’re a teacher who feels unprepared, a parent who feels unheard, or a student who feels invisible — you’re not alone. And it’s not your fault.   Too many kids are struggling to read — and too many parents and teachers are left without answers. But the fact is Reading failure is not inevitable. It’s a problem with a solution. But we need to act.   Hosted by Jesica Glover — a National Board Certified teacher and parent whose own child couldn’t read — this podcast explores the literacy crisis in Kansas and across the country. Through real stories and expert insight, we uncover how reading is actually learned, where schools are falling short, and what families and educators can do to change it. Each episode combines real stories, expert insight, and a look at the science of how reading works —    From early warning signs and misdiagnoses to bold reforms and grassroots change, My Child Can’t Read traces a powerful journey from heartbreak to hope.   Whether you’re a parent, teacher, or policymaker, this podcast helps you understand what went wrong — and what we can do to make it right.   Call to Action Subscribe so you never miss an episode Rate & Review on your favorite podcast platform to help others find the show Share this episode with a parent, teacher, policy maker, or professor preparing future educators Tell us your story at: funlearn.org/subscribe Explore screening tools and resources at:     PODCAST MUSIC - SOUNDSTRIPE.COM Shimmer - What We Call Home This podcast is produced by KB PODCASTS