Dyslexia Duo Podcast

Dyslexia Duo Podcast Episode 91 - Dr. Kelly Cartwright

The Dyslexia Duo: Executive Function and Dyslexia - Putting Thinking on the Table with Dr. Kelly Cartwright   Melissa Dean and Aimee Rodenroth of the Dyslexia Duo interview Dr. Kelly Cartwright (UNC Charlotte) about how executive functions—working memory, inhibition, and cognitive flexibility—emerge within reading and help manage decoding, meaning-making, and comprehension. Dr. Cartwright explains why some dysfluent readers still comprehend, how weak executive skills can hinder retelling, summarization, and inference, and how “putting thinking on the table” with concrete scaffolds (manipulatives, story maps, inference maps, text-structure organizers, SRSD-style mnemonics) can reduce cognitive load and improve regulation of reading processes across subjects. They discuss dyslexia/ADHD differences, early identification of comprehension problems (including developmental language disorder), the need to teach decoding and comprehension in parallel, the value of connecting spelling-sound-meaning, concerns about fewer whole books and screen-driven attention, and secondary needs such as multisyllabic decoding and morphology. Cartwright shares READ Lab research on bridging processes and mentions a forthcoming educator toolkit.   00:48 Introducing Dr Cartwright 02:40 Executive Function Basics 05:49 Fluency vs Comprehension 09:20 Cognitive Flexibility in Reading 13:28 Tools and Resources 18:43 Retelling and Inference Scaffolds 24:00 Dyslexia ADHD Differences 27:16 Early Comprehension Instruction 34:09 Classroom Strategy Integration 36:55 Whole Books Decline 39:28 Anxiety and Motivation 41:35 Screens and Attention 44:17 Secondary Dyslexia Needs 47:28 Teacher Prep Myths 49:41 Parents Comprehension Tips 52:52 Building Background Knowledge 56:57 READ Lab Research 01:01:14 Lightning Round Wrap

Dyslexia Duo Podcast Episode 90 - Dr. Maria Murray of The Reading League

The Dyslexia Duo: Dr. Maria Murray on The Reading League, the Science of Reading, and Dyslexia as an Equity Issue   On the Dyslexia Duo podcast, hosts Melissa Dean and Aimee Rodenroth interview Dr. Maria Murray, founder and CEO of The Reading League, about its origins in 2015 and its growth to 46 state chapters (including DC) with a goal of reaching all states by year’s end.   Dr. Murray explains the science of reading as a vast, interdisciplinary body of scientifically based reading research and clarifies common misconceptions about dyslexia and ineffective approaches that waste time. She highlights The Reading League’s free “Science of Reading: Defining Guide” (also in Spanish and French), the organization’s resources (newsletter, Compass for families, journal, vetted shop, conferences, virtual courses on understanding and assessing dyslexia, and school/district professional learning), and argues literacy is a fundamental human right and civil rights issue tied to equity, poverty, and life outcomes. She emphasizes that most people who can’t read haven’t been taught and calls for better teacher preparation, implementation support, and broader public understanding.   00:42 Introducing Dr. Maria Murray 03:17 Building the Reading League 05:45 How Chapters and Membership Work 09:16 What Science of Reading Means 11:39 Dyslexia Myths and Misconceptions 15:48 Literacy as Equity and Public Health 24:49 Why Kids Aren’t Taught to Read 31:24 What Counts as Reading Science 34:46 TRL Resources for Dyslexia Families 37:14 Parent Compass and Chapters 37:48 Explicit Reading Instruction 40:08 Teacher Training and Coaching 42:21 Dyslexia Courses and Assessment 43:52 Literacy as Civil Rights 47:44 Beyond Test Scores 50:32 Finding Support and Resources 52:42 Research Stories and TRL Origins 56:53 Growing National Networks 59:53 Love of Reading Story 01:02:36 Final Advice and Policy 01:06:26 Rapid Fire and Wrap Up

Listen Again: Dr. Brennan Chandler

The Dyslexia Duo: Bridging Research and Practice in Dyslexia -  Intensive Intervention, Spelling, and Data-Based Individualization (with Dr. Brennan Chandler)   Melissa Dean and Aimee Rodenroth of the Dyslexia Duo interview Dr. Brennan Chandler, assistant professor of dyslexia at Georgia State University, about his path from classroom teaching to researching intensive reading interventions and training educators. Dr. Chandler emphasizes bridging research and classroom practice through explicit instruction in language structure (phonology, orthography, morphology, syntax), stronger attention to writing and spelling, and empowering teachers to use data for decision-making. He highlights misconceptions that older struggling readers only need more K–2 phonics and that accommodations alone replace remediation, arguing adolescents need qualitatively different instruction including flexible vowel “flexing,” morphology, and connected “stretch” text practice. He explains diagnostic versus progress-monitoring data, outlines data-based individualization to intensify validated interventions, shares research showing spelling supports durable learning, and describes developing an open-source grades 1–3 spelling intervention, Spell Squad.   00:36 Introducing Dr Chandler 01:41 From Classroom to Research 04:19 Why Spelling Matters 04:57 Rethinking Teacher Training 08:45 Bridging Research and Practice 12:21 Misconceptions About Dyslexia 15:58 Older Students Need Different 19:05 Flexing Vowels Strategy 22:00 Morphology and Stretch Text 28:13 Spelling Research Deep Dive 33:02 Spelling Beats Reading Practice 36:44 Spelling Builds Memory 37:24 Handwriting and Gamified Practice 40:29 DBI for Non Responders 46:54 What Data to Collect 50:26 Adolescent Assessment Focus 53:20 Fixing Teacher Prep 59:53 Key Takeaways for All 01:02:25 Spell Squad Preview 01:04:57 Lightning Round and Farewell

Dyslexia Duo Podcast Episode 89 - Dr. Elizabeth Norton

The Dyslexia Duo:  Early Identification, RAN, and Mental Health -  Dr. Elizabeth Norton on the Science and Policy of Dyslexia   The Dyslexia Duo hosts Melissa Dean and Aimee Rodenroth interview Dr. Elizabeth Norton, a Northwestern University associate professor who studies reading development, dyslexia, early identification, and brain-based factors that make reading difficult. Dr. Norton describes how her childhood love of reading, early curiosity about peers who struggled, college research, and teaching at Landmark School led her to focus on identifying precursors of reading difficulties and improving early intervention. She defines dyslexia as an unexpected difficulty learning to read and discusses the newer IDA definition as more multifactorial, including links between language and reading, psychological well-being, and the importance of early identification. The conversation covers challenges translating research into policy (e.g., uneven screening guidance), limits of improving rapid automatized naming (RAN) and working memory, intervention goals and trade-offs, co-occurrence with ADHD, possible anxiety/depression risk, effects of prematurity, and large-scale longitudinal research including HBCD.   00:42 Meet Elizabeth Norton 02:06 Why Dr. Norton Studies Reading 07:16 Defining Dyslexia Today 09:45 New IDA Definition Highlights 12:22 Policy and Screening Gaps 16:38 What Happens After Screening 23:30 RAN and Automaticity Explained 27:41 When Progress Plateaus 36:14 Dyslexia and Mental Health 43:32 Micro Triggers and Stress 45:05 Prematurity and Brain Setup 50:41 Language in Utero Signals 53:56 Responding to Risk Flags 56:23 Research Surprises and Complexity 59:56 Early Intervention Reality Check 01:03:45 Hope and Next Tools 01:06:49 Naturalistic EEG and HBCD Study 01:16:08 Lightning Round and Farewell

Listen Again: Dr. Jan Wasowicz

The Dyslexia Duo: Dr. Jan Wasowicz on Dyslexia, Developmental Language Disorder, and the Language Literacy Network   Melissa Dean and Amy Rodenroth of the Dyslexia Duo interview Dr. Jan Wasowicz, an ASHA-certified speech-language pathologist and literacy specialist with 40+ years of experience, inventor of Ear Aerobics, and creator of Spell Links and the SpellTalk listserv. Dr. Wasowicz explains the quadrant model distinguishing typical learners, dyslexia (word-level decoding/encoding weaknesses), developmental language disorder (spoken-language weaknesses affecting comprehension and writing), and a mixed profile, noting that about half of people with dyslexia also have DLD and discussing screening tools such as the TILS. She introduces her Language Literacy Network as an updated, research-based alternative to the Reading Rope that integrates reading and writing, morphology, pragmatics, and sight recognition as a byproduct of decoding/encoding. The conversation covers integrating phonology, orthography, and meaning, supporting spelling instruction, prosody as an outcome of underlying skills, parent reinforcement strategies, cautious use of AI for creating pattern-loaded materials, and vetted research resources and communities.   00:00 Meet Dr Jan Wasowicz 01:44 Credentials and Work 05:35 Spell Talk and Sites 07:06 From SLP to Literacy 09:15 Quadrant Model Dyslexia 12:45 DLD Screening Tools 17:15 Private Practice Patterns 21:05 Aerobics Origin Story 26:40 Hyperlexia and Pragmatics 30:23 Language Literacy Network 38:20 Pragmatics After COVID 41:19 Education Changes 42:09 Science of Reading Shift 43:04 Capital vs Lowercase SOR 45:35 Comprehension Beyond Phonics 49:55 Phonology Meets Orthography 52:13 Sounds Letters Meaning Glue 53:04 Teaching Word Meanings 57:29 Spelling Instruction Comeback 59:49 Spelling Approach to Reading 01:06:36 Prosody as an Outcome 01:09:09 Prosodic Competence and Stress 01:16:10 Helping Parents Reinforce 01:17:30 Read Aloud Coaching 01:18:58 Link Sounds to Writing 01:19:24 Family Time Matters 01:20:00 AI Tools Caution 01:20:52 ChatGPT Pattern Passages 01:24:26 Vetted Research Sources 01:26:42 PeaceNEX Inspirations 01:29:58 Lunch and Lit Learning 01:37:50 One Wish for Students 01:41:08 Closing Thanks and Credits