Why Reading Is Not Naturally Learned with Dr. Fumiko Hoeft

Why Reading Is Not Naturally Learned with Dr. Fumiko Hoeft

In this episode of ODRD RewirED, host Kristin Allen sits down with internationally recognized literacy and neuroscience researcher Dr. Fumiko Hoeft to explore what brain science reveals about how children learn to read—and why that knowledge matters for every classroom. Drawing from decades of research in dyslexia, reading development, and neuroscience, Dr. Hoeft explains why reading is not an automatic process, the importance of early identification, and how evidence-based instruction can help all students succeed.  The conversation also examines the role of resilience, family history, social-emotional development, and supportive learning environments in strengthening literacy outcomes for students with dyslexia.

How Libraries Expand Literacy Access for Families

In this episode of ODRD RewirED, host Kristin Allen talks with representatives from the Connecticut State Library about a statewide effort to expand access to dyslexia and literacy resources in all 191 public libraries across Connecticut. Together, they explore how libraries serve as trusted community hubs, connecting families, educators, and students with high-quality literacy supports, curated dyslexia resources, and services through the Connecticut Library for Accessible Books (CT LAB). The conversation highlights the power of collaboration between schools, families, libraries, and state agencies in ensuring that literacy resources are accessible to all learners. Listeners will also learn about statewide literacy initiatives, professional learning opportunities for librarians, and the role libraries play in supporting literacy development from early childhood through adulthood. This episode offers valuable insights for educators, families, librarians, and community leaders working to create more equitable access to literacy across Connecticut.

This Icy Experience Makes Reading More Meaningful

In this episode of RewirED, the Connecticut State Department of Education’s Office of Dyslexia and Reading Disabilities explores how community partnerships can extend literacy beyond the classroom. Featuring a conversation with John Jones of the Springfield Thunderbirds, the episode highlights how initiatives like Dyslexia Awareness Night and the Stick to Reading program create meaningful, engaging opportunities for students and families. Together, they discuss how connecting reading to real-world experiences—through sports, community events, and shared celebration—can motivate students, build confidence, and reinforce the message that all learners belong. The episode underscores the importance of collaboration across schools, families, and community organizations in creating inclusive environments where students can see themselves as capable, confident readers. This conversation offers practical insight for educators, families, and community leaders working to make literacy more accessible, engaging, and connected to students’ lives.

Why Community, Identity, and Representation Matter in Literacy—and What Educators and Families Should Know

In this inspiring episode, Malik Champlain shares how a deeply personal experience as a father grew into Pages with Pops, a community-driven literacy initiative designed to engage fathers and father figures in their children’s reading journeys. Through powerful reflections on identity, belonging, and representation, Malik explores how literacy extends beyond skill-building to shape confidence, connection, and self-worth. His insights offer educators and families a compelling look at how aligning schools, families, and community partners can transform literacy into a joyful, relational experience—one that helps every child see themselves as a reader and a leader.

“This Is What Changed Everything”: A Student on Dyslexia, Access, and Assistive Technology

In this powerful episode, student advocate Eleanor Farquhar speaks openly about growing up with undiagnosed dyslexia, the emotional toll of struggling in school, and the moment assistive technology opened the door to learning. Her story offers families and educators an authentic look at why early, individualized access to tools can shape not only academic success, but self-worth and belonging.