Podcast Series
  • Dr. Heidi Beverine-Curry
    Chief Academic Officer, The Reading League
    Heidi Beverine-Curry
    Dr. Heidi Beverine-Curry

    Dr. Heidi Beverine-Curry is a co-founder and chief academic officer for The Reading League, where she oversees the professional development department and designs, supervises, and delivers educator learning opportunities for more than 60 partnering school districts. Dr. Beverine-Curry is frequently invited to speak about the science of reading and has presented widely at conferences and events across the U.S. and internationally. Before beginning work for The Reading League full time in 2019, she spent 21 years working in public schools, where she made use of her certifications in elementary education, K–12 special education, and K–12 reading education. When Dr. Beverine-Curry began her doctoral coursework in reading education in 2006, she became a champion for evidence-aligned literacy instruction and has led a number of successful reform efforts. She was an adjunct professor at Syracuse University and SUNY Oswego, where she specialized in teaching clinical reading intervention coursework.

    Learn more about Dr. Heidi Beverine-Curry

    Evidence-Aligned Reading Instruction: Transforming Your School or District

    Release Date: Monday, May 27, 2024

    School change is hard…but it can be done! Join us as we talk about what it takes to transform a school’s culture of practice to be more aligned with the scientific evidence base on reading, and why it’s worth the effort. Dr. Heidi Beverine-Curry of The Reading League will share how a single school or entire district can transition successfully to teaching reading based on science, and how that transition can dramatically improve overall literacy and student outcomes.

    Join us as we discuss:

    • What it takes to transform a school toward alignment with the scientific evidence base on reading
    • Common obstacles and tips for overcoming them
    • Examples of what is possible from The Reading League’s real-life work with schools


    We hope you’ll join the conversation as we talk with the inspirational Dr. Beverine-Curry!

    Coming Soon

  • Dr. Barbara Foorman
    Emerita professor of education, emerita director, Florida Center for Reading Research, Florida State University
    Dr. Barbara Foorman
    Dr. Barbara Foorman

    Dr. Barbara Foorman is an internationally known expert in reading, with more than 160 publications stemming from many multisite federal research grants and contracts. Dr. Foorman’s research focuses on reading and language development, instruction, and assessment. She is emeritus professor of education, director emeritus of the Florida Center for Reading Research, and past director of the Regional Educational Laboratory Southeast at Florida State University. Dr. Foorman was the first commissioner of the National Center for Education Research at the Institute of Education Sciences (IES). She serves on several editorial boards and has served on national consensus panels in reading and chaired the IES Practice Guide panel on Foundational Reading Skills in Support of Reading for Understanding in Kindergarten Through 3rd Grade. She also developed literacy assessments for Texas and Florida and developed curricula in spelling, phonemic awareness, and vocabulary. 

    Learn more about Dr. Barbara Foorman

    What’s Missing from K–2 Reading Instruction?

    Release Date: Tuesday, April 23, 2024

    We know from decades of rigorous research how students learn to read and how they should be taught. Nevertheless, many elements of evidence-based reading instruction are missing from K–2 classrooms. Join this fascinating and applicable discussion with one of education’s most respected researchers, Dr. Barbara Foorman, as she shares the research-based facts about what is often missing and how to rectify that in the school or classroom.

    Dr. Foorman will share a range of helpful curriculum specifics, word-identification strategies, differentiation, and more.

    Listeners will leave this discussion with new understanding of:

    • What's missing in K–2 reading instruction?
    • How to fill the gaps in K–2 reading instruction with evidence-based practices
    • Ways to differentiate instruction so all students learn to read
    • The importance of (a) privileging word-identification strategies over picture and syntactic cues to ensure accurate word identification, and (b) handwriting fluency
    • Strategies to apply in the classroom by using assessment data to form flexible reading groups and to encourage writing in support of reading

    Coming Soon

  • Dr. Pamela Snow
    Researcher, author, and professor of cognitive psychology in the School of Education at La Trobe University in Australia
    Pamela Snow
    Dr. Pamela Snow

    Dr. Pamela Snow is a professor of cognitive psychology in the School of Education at La Trobe University in Australia. As a registered psychologist who qualified originally in speech-language pathology, both disciplines strongly inform her research, as do her seven years working in public health research and teaching, and seven years as coordinator of a post-graduate program for primary and secondary teachers, concerning high-prevalence mental health problems.

    Dr. Snow’s research passion is communication competence—primarily as it pertains to vulnerability in early life. She is also interested in promoting evidence-based practice and supporting practitioners in all disciplines to spot and avoid pseudoscience in their work.

    Much of her current research focus is on the early language-to-literacy transition and ways this is best supported in early years classrooms.

    Learn more about Dr. Pamela Snow

    Oral Language and Reading Skills

    Release Date: Thursday, March 14, 2024

    In this conversation, Dr. Pamela Snow will discuss oral language in early childhood and across the school years, with a focus on its importance and role in developing, and being developed by, reading skills. She will also discuss the importance of applying public health principles to early reading instruction, to maximize success for all through evidence-based reading instruction and support.

    Language and literacy are a two-way street that is not always well understood. Oral language abilities promote reading abilities and vice versa, and as research has shown, early reading success loops back to oral language skills. How can educators use this knowledge to help ALL students learn to read?

    Join this fascinating conversation with Dr. Snow, a respected researcher, author, and professor of cognitive psychology in the School of Education at La Trobe University in Australia. She will share her experience and insight into research findings about why early oral language skills are the essential engine children need to bring to school (and indeed, have strengthened through their school experiences). Dr. Snow will discuss why children need to be exposed to more complex vocabulary and syntactic structures than typical conversation affords, and how teachers of these early learners can help their students master the skills they need to become lifelong readers and communicators.

    In this podcast, you’ll learn:

    • How decoding and language comprehension need to work together in reading acquisition and ongoing development
    • Ways to incorporate explicit teaching of morphology and etymology in early stages of systematic phonics instruction
    • Why children who do master reading early have a lasting edge on those who do not
    • What teachers of early learners can do every day to help students build both oral and reading skills
    • Importance of the scientific method in informing policy and practice in schools and the importance of avoiding pseudoscientific approaches, no matter how appealing they may seem

    Listen Now

  • Susan Ebbers
    Literacy Expert and Author of Power Readers, Supercharged Readers, and Vocabulary Through Morphemes
    Susan Ebbers
    Susan Ebbers

    Susan Ebbers is a literacy expert and author of Power Readers, Supercharged Readers, and Vocabulary Through Morphemes, as well as the rhyming picture books, Jamie’s Journey: The Savannah and Jamie’s Journey: The Mountain. She has consulted across the country and continues to work to promote reading, focusing especially on vocabulary and morphological awareness. She served as a primary grade teacher for more than 10 years before moving on to work with adolescents striving to read. In doctoral studies, she focused on vocabulary development and morphological awareness. To learn more, visit, Vocabulogic at https://vocablog-plc.blogspot.com.

    Learn more about Susan Ebbers

    Boosting Beginning Reading: Strategic Reading Reinforcement

    Release Date: Thursday, February 22, 2024

    Join us for this interesting conversation with our guest Literacy Expert Susan Ebbers who will share the research and strategies surrounding learning to read.

    Ebbers will illustrate how research supports the entwining of phonology, orthography, morphology, and vocabulary when teaching children to read, and to read more capably and with greater comprehension; and how this type of multidimensional approach is even more effective when integrated within the context of phrases, sentences, passages, and stories. Ebbers will also discuss the role self-efficacy plays in nurturing a motivation to read despite difficulties.

    She will share ways to help students build skills systematically while also building confidence as well as strategies to:

    • Reinforce basic decoding and “sight word” recognition 
    • Reinforce phonics, including polysyllabic decoding, in context 
    • Develop vocabulary and basic morphological awareness  
    • Engage interest and boost self-efficacy within the context of reading


    We hope you will join us for this important conversation.

    Listen Now

  • Dr. Louisa Moats
    Author of LANGUAGE! Live®
    Dr. Louisa Moats

    Dr. Louisa Moats has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. Dr. Moats is the author of LANGUAGE! Live®, a blended reading intervention program for grades 5–12, and the lead author of LETRS® professional development and the textbook, Speech to Print: Language Essentials for Teachers. Dr. Moats is also co-author of Spellography, a structured language word study program. Dr. Moats’ awards include the prestigious Samuel T. and June L. Orton award from the International Dyslexia Association® for outstanding contributions to the field; the Eminent Researcher Award from Learning Disabilities Australia; and the Benita Blachman award from The Reading League.

    Learn more about Dr. Louisa Moats
    Dr. Claude Goldenberg
    Nomellini & Olivier Professor of Education, Emeritus, Graduate School of Education at Stanford University
    Claude Goldenberg, PhD
    Dr. Claude Goldenberg

    Dr. Claude Goldenberg is the Nomellini & Olivier Professor of Education, Emeritus, at Stanford University. He received his A.B. in history from Princeton University and M.A. and Ph.D. from UCLA’s Graduate School of Education. He taught junior high school in San Antonio, Texas, and first grade in a bilingual elementary school in Los Angeles. A native of Argentina, his areas of research centered on promoting academic achievement among language minority students, particularly those from Spanish-speaking backgrounds.

    Goldenberg was on the National Research Council's Committee for the Prevention of Early Reading Difficulties in Young Children (1997) and the National Literacy Panel on Language-Minority Children and Youth (2006), which synthesized research about promoting literacy development among multilingual learners. He is also co-author of Promoting Academic Achievement among English Learners: A Guide to the Research (2010, Corwin), and co-editor of Language and Literacy Development in Bilingual Settings (2011, Guilford).

    He currently works promoting research, policy, and practices to enhance literacy and academic development among students not yet proficient in English.

    Learn more about Dr. Claude Goldenberg

    Reading Science and Teaching Literacy to English Learners: Conceptual and Practical Implications

    Release Date: Thursday, January 18, 2024

    Join us for this lively and informative discussion between two literacy powerhouses. Dr. Claude Goldenberg, a bilingual literacy expert and author, and Dr. Louisa Moats, author of Speech to Print, Spellography, and creator of LANGUAGE! Live® and LETRS®, as they explore the universals for teaching children to read in any language. What does reading science tell us about how students learn to read in a language other than their own? Is there a science of reading instruction that is applicable across language contexts?

    Our experts will discuss the relationship between oral and written language learning and the implications of this relationship for teaching students with varied language backgrounds. They will also explore the common debates still being resolved within the EL teaching community and how to ensure the best literacy learning for every child—regardless of their native language.

    Our guests will discuss:

    • Universal principles and guidelines for teaching children to read and write in any language
    • Some fundamental ideas and practices about teaching ELs that any teacher should know
    • The role of oral language comprehension and use when learning to read and write in a second language
    • Chronic gaps between white, black, and Hispanic students in the U.S., and evidence to support doing more to help students who are not achieving.

    We hope you’ll join us for this timely conversation.

    Listen Now