In the second episode of a special four-part Science of Reading: The Podcast adolescent literacy miniseries, Susan Lambert, Ed.D., speaks with Julie Burtscher Brown, Ed.D. a PreK–12 literacy facilitator. Julie talks about how she and her colleagues built a whole-school literacy initiative from the ground up, and what three years of data about it then revealed. Together, she and Susan also discuss why a few targeted, evidence-based practices (not sweeping overhauls) were what actually moved the needle for Julie's students; how content-area teachers can begin supporting literacy without reinventing their lessons; and what real, measurable change can look like at the secondary level when a whole school commits to the same practices.
Show notes:
Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert to dive deeper into the latest reading comprehension research.
"Adolescent literacy is enormous and multifaceted. There's specialized instruction that needs to happen." —Julie Burtscher Brown
"If you think of the word 'intervene' as a verb, it means to take action to prevent a predictable outcome." —Julie Burtscher Brown
"Real, meaningful change can happen." —Julie Burtscher Brown
"We reframed the word 'intervention' as an action, not a place." —Julie Burtscher Brown
Timestamps*: 01:00 Introduction: Actually moving the needle for adolescent readers, with Julie Burtscher Brown, Ed.D. 09:00 A structured literacy program at Vermont's Woodstock Union High school and Middle School 11:00 Grouping students by readiness 17:00 Moving toward a whole-school literacy initiative 23:00 High-leverage practices #1 and #2: Reading accurately and fluently 30:00 High-leverage practices #3 and #4: Building word and world knowledge and accessing complex texts 39:00 Building teacher leadership 44:00 "Adolescent literacy is enormous and multifaceted. There's specialized instruction that needs to happen." 46:00 Closing thoughts: what three years of whole-school effort produced *Timestamps are approximate
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