The weekly Lunch & Lit aims to bridge the research to practice divide by bringing scientists and practitioners together to discuss their work.
The Lunch & Lit 2023-24 season, including recordings and presentations, is archived here. 2023-24 presenters include:
Lunch & Lit sessions are on Fridays, beginning at 12:45 pm ET/ 11:45 CT/ 9:45 PT. They run for 90 minutes, including a presentation (recorded and posted to this page) and discussion (for Lunch & Lit participants only). If you are interested in participating in the Lunch & Lit, send us an email (see About Us), and please include a note about yourself.
November 15, 2024
Nadine Gaab
Moving from a reactive to a proactive model in education: How a neurobiological framework of reading development can inform educational practice and policy
Session Recording
Presentation:
Recommended Resources:
Gaab, N., & Duggan, N. (In press). Leveraging Brain Science for Impactful Advocacy and Policymaking: The Synergistic Partnership between Developmental Cognitive Neuroscientists and a Parent-Led Grassroots Movement to Drive Dyslexia Prevention Policy and Legislation. Developmental Cognitive Neuroscience.
Turesky TK, Escalante E, Loh M, Gaab N. (2024). Longitudinal trajectories of brain development from infancy to school age and their relationship to literacy development. bioRxiv [Preprint].
November 8, 2024
Pati Montgomery
It’s Possible. A Leadership Plan for Implementing Quality Reading Instruction and Ensuring Literacy for All.
Session Recording
Recommended Resources:
It’s Possible!: A Leadership Plan for Implementing Quality Reading Instruction and Ensuring Literacy for All (Increase reading proficiency for all students.) (Montgomery & Hanlin, 2024)
November 1, 2024
Tiffany Hogan
Advocating for Developmental Language Disorder (DLD): Where we’ve been and where we want to go
Session Recording
Presentation:
Recommended Resources:
What’s Language Got to Do With It? Speech-Language Pathology Contributions to the
Science of Reading (Hogan, 2022)
Common but Hidden: A spotlight on Developmental Language Disorder (Hogan & Hancock, 2022)
If We Don’t Look, We Won’t See: Measuring Language Development to Inform Literacy Instruction (Adlof & Hogan, 2019)
Dldandme.org (Hogan, co-founder, 2018)
SeeHearSpeak Podcast (Hogan, hosted since 2018)
October 11, 2024
Dawn Brookhart & Daryl Michel
Instructional Leadership Through Student-Focused Coaching: Creating the Conditions for System Success
Session Recording
Presentation:
Recommended Resources:
Student-Focused Coaching: The Instructional Coach’s Guide to Supporting Student Success Through Teacher Collaboration by Jan Hasbrouck, Ph.D. and Daryl Michel, Ph.D.
October 4, 2024
Dan Reynolds
Fair or Foul? Interrogating the Role Baseball Knowledge in Studies of Knowledge and Comprehension and the Implications for a Translational Science of Reading Comprehension
Session Recording
Presentation:
Recommended Resources:
Watch this 2.5 minute video digest of a recent open-access Reading Research Quarterly article by myself and Dr. Courtney Hattan about this topic
Skim this this article and this article. (They’re open access, so feel free to share widely!)
September 27, 2024
Elsa Cardenas-Hagan, Mark Anderson & Josette Claudio
NYC Reads: Implementation of Structured Literacy for Multilingual Learners
Session Recording
Recommended Resources:
Lentz, A., Desimone, L.M., Stornaiuolo, A., Pak, K., Flores, N., Nichols, T.P., Polikoff, M., and Porter, A. (2024). Changes That Stick. Kappan.
Stornaiuolo, A., Desimone, L.M., Polikoff, M., Lentz, A., Pak, K., Flores, N., Nichols, T.P., and Porter, A. (2023). “The Good Struggle” of Flexible Specificity: Districts Balancing Specific Guidance With Autonomy to Support Standards-Based Instruction. American Educational Research Journal.
September 20, 2024
Margie Gillis, Christine Cohen & Kristen Troester
What We’ve Learned In Nearly Twenty-five Years of Coaching
Session Recording
Presentation:
Recommended Resources:
Brady, S., Gillis, M., Smith, T., Lavalette, M., Liss-Bronstein, L., Lowe, E., … & Wilder, T. D. (2009). First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes. Reading and writing, 22, 425-455.
10 Key Policies and Practices for Instructional Coaching (2023). The University of Texas at Austin/The Meadows Center for Preventing Educational Risk.
September 13, 2024
Claude Goldenberg
What to do about misinformation and ill-informed influencers in discussions of reading policies and practices?
Recommended Resources:
Russo, A. (2024, July). English Learners and the Science of Reading (An Interview with Claude Goldenberg). Kappan.
Mora, J., Flores B., and Diaz, E. (2024, August). Response to English Learners and the Science of Reading. Kappan.
Goldenberg, C. (2024, August). English Learners, Literacy Reform, and the Role of Journalism. Kappan.
Goldenberg, C. (2024, May). To improve how California students read, we must get past confusion and misinformation. EdSource.
Goldenberg, C. (2023, May). Research must guide how we teach English learners to read. EdSource.
Dehaene, S. (2024, April). Response to California Association of Bilingual Educators Webinar, Debunking SoR Neuroscience Claims. Reading League.
September 6, 2024
Jane Ashby
Discussion and Q&A
A follow-up to last season’s: Let’s see what this sentence tells us. The cognitive journey from print to meaning when reading text as revealed by eye movements.
