Lunch & Lit

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 22 2024

Nancy Hennessy & Julia Salamone

Comprehension: The Challenges of Implementing Effective Instruction

Session Recording

Recommended Resources:

The Reading Comprehension Blueprint Activity Book (Hennessy & Salamone, 2024)

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].

Identifying risk instead of failure. Reading impairments: moving from a deficit-driven to a preventative model.

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:

https://www.dropbox.com/scl/fi/8g4h80nr1uaayr2p44m5n/Hogan24_lunch_lit.pptx?rlkey=l65a5dmdwhnqah3egdydx19hn&e=1&st=mq4ti2bl&dl=0

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. 

Student-Focused Coaching: The instructional Coach’s Guide to Supporting Student Success Through Teacher Collaboration, Jan Hasbrouck and Daryl Michel, Brookes.

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.

Recommended Resources:

Session Recording May 17, 2024

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