Dyslexia Duo Podcast

Listen Again: Kareem Weaver

The Dyslexia Duo:  Kareem Weaver on Dyslexia, Literacy Policy, and Why Every Child Needs a Champion
 
Aimee and Melissa interview educator and nonprofit leader Kareem Weaver, founder of Fulcrum (Full and Complete Reading is a Universal Mandate) Literacy. Kareem Weaver shares how dyslexia affected his friend Ennis Cosby and his own daughter, and argues for early screening (K–2), evidence-based structured literacy, strong tier-one instruction, and better teacher preparation programs, citing wide variation in Texas higher-ed ratings and state policy implementation. The discussion covers the harms of wait-to-fail models, discrepancies, and passing students along, accommodations, and parents’ advocacy roles, including a 2024 precedent (William A. v. Clarksville-Montgomery County) requiring meaningful progress, not just grades. Weaver connects low literacy to incarceration, describes the federal First Step Act dyslexia screening, critiques autonomy over outcomes, discusses differences for girls and inequities, and emphasizes giving children time, protecting activities, and ensuring every child has a champion.
 
01:08 Introducing Kareem Weaver
01:58 Kareem’s Education Journey
02:50 Fulcrum and Literacy Mission
03:49 Texas Connections and IDA
05:11 What Led Him to Dyslexia
06:01 Ennis Cosby and Landmark Shift
07:56 His Daughter’s Dyslexia Wake Up
09:19 Why Kids Tap Out
10:36 Texas Law and Early Screening
13:08 Teacher Prep and Reading Science
19:38 Boosters Football and Literacy Buy In
27:40 Tier One Instruction Is a Right
30:49 Autonomy vs Consistent Materials
33:06 Parents in ARD and 504 Meetings
35:38 Advocating Without Approval
37:58 IEP Rights and Legal Precedent
40:57 Low Income Advocacy Strategies
44:19 What to Demand From Schools
45:38 Home Habits That Build Reading
48:27 Dyslexia as Strength and Risk
53:32 Prison Screening and First Step Act
57:37 Fixing the System Early
59:37 Third Grade Gate Debate
01:04:20 Gift of Time and Holding Back
01:09:11 Let Kids Be Kids Too
01:12:10 A Student Success Story
01:16:30 Gendered Wait to Fail
01:18:44 Race Class Expectations
01:20:19 Learner Bias in Reading
01:24:17 Post COVID Attendance Shift
01:29:44 Can Public Schools Recover
01:32:48 Parents Rights and Boundaries
01:37:04 Resources to Learn More
01:40:22 Write the Advocacy Book
01:46:04 Every Child a Champion
01:49:59 Closing Thanks and Credits

Dyslexia Duo Podcast Episode 85 - Dr. Tiffany Hogan

The Dyslexia Duo:  Dr. Tiffany Hogan on Developmental Language Disorder (DLD), Dyslexia, and Language Comprehension
 
On the Dyslexia Duo podcast, hosts Melissa Dean and Aimee Rodenroth interview speech-language pathologist and literacy researcher Dr. Tiffany Hogan about the relationship between dyslexia and developmental language disorder (DLD). Dr. Hogan describes her training and research, including analyses from the NIH-funded Iowa Study that followed children from kindergarten through 12th grade and helped determine DLD prevalence. She explains that dyslexia primarily involves difficulty reading words accurately and fluently, while DLD involves difficulties learning vocabulary, grammar, and discourse, with a high but not one-to-one overlap (about 50–80%). The conversation covers early indicators such as late talking (fewer than 50 words and no two-word combinations at age two), the need to directly screen language (e.g., sentence repetition, story retell), overlap with ADHD, and the importance of systematic, explicit instruction for both word reading and language comprehension, including MTSS approaches. Hogan shares resources including DLDandMe, Empower DLD, RADLD, and her See Hear Speak podcast.
 
00:44 Introducing Dr Tiffany Hogan
01:42 Her Path Into Research
03:11 The Iowa Longitudinal Study
04:38 Dyslexia Versus DLD
06:39 Overlap And Real Examples
10:23 Two Pillars Of Reading
12:19 Early Signs And Late Talkers
14:57 Building Language At Home
18:45 Beyond Phonological Deficits
21:02 Screening For DLD In Schools
23:44 ADHD Comorbidity And Systems
27:05 Tumbleweed Reading Tools
27:25 Dyslexia Services Spotlight
28:25 Research on Dual Deficits
30:11 Language Curriculum Results
31:09 Training and Fidelity
34:15 MTSS for Language
35:56 Why DLD Gets Missed
37:12 Integrating Language in Therapy
40:55 Partnering With SLPs
43:11 Parents Next Steps
44:38 Best DLD Resources Online
47:14 Lightning Round and Wrap
49:47 Final Sign Off

Listen Again: Dr. Fumiko Hoeft

The Dyslexia Duo: Neuroscience of Dyslexia: Genetics, Brain Differences, Stealth Dyslexia, and Early Identification with Dr. Fumiko Hoeft
 
Aimee and Melissa host the Dyslexia Duo podcast and interview Dr. Fumiko Hoeft, a psychiatrist and neuroscience PhD who is Campus Dean and Chief Administrative Officer at the University of Connecticut’s Waterbury campus and a professor of psychological sciences, about dyslexia research and identification. Dr. Hoeft describes her path from psychiatry and cross modal integration research to dyslexia neuroscience at Stanford, and shares personal connections through her younger son’s dyslexia and her own suspected symptoms. The discussion covers polygenic, multifactorial genetic risk; variability even among twins; evolving definitions emphasizing neurodevelopmental basis, continuum, context, and psychosocial consequences; “stealth”/resilient dyslexia as strong comprehension despite weak decoding linked to dorsolateral prefrontal cortex; brain networks involved in reading and compensation; overlap with auditory processing disorder and ADHD; evidence cautions for interventions; and why early, written school referrals and early intervention reduce costs and social-emotional harm.
 
01:06 Introducing Dr. Fumiko Hoeft
02:38 Career Path to Dyslexia
04:12 Family Connection and Early Signs
06:20 Convincing Parents to Test
08:25 Genetics and Risk Factors
11:09 How Genes Are Studied
15:08 Defining Dyslexia Today
22:55 Stealth Dyslexia Explained
28:35 Brain Networks for Reading
37:12 Auditory Processing Overlap
43:19 Neural Noise Hypothesis
44:34 What Brain Noise Means
48:17 Diagnosing Dyslexia Right
51:15 Parent Documentation Tips
53:35 Working Memory Reality Check
57:09 Why Early Identification Matters
01:01:17 Preschool Risk vs Diagnosis
01:06:57 ADHD Dyslexia Overlap
01:13:45 Strength Based Remediation
01:17:19 Resources and Mentoring
01:20:45 Final Wish and Wrap Up

Listen Again: Dr. Margie Gillis

The Dyslexia Duo: Dr. Margie Gillis on Dyslexia, Structured Literacy, and Why Teacher Coaching Matters
 
Aimee and Melissa introduce their podcast, The Dyslexia Duo, and interview Dr. Margie Gillis, founder of the Connecticut nonprofit Literacy How, which provides coaching support for teachers from pre-K through high school. Dr. Gillis shares her personal and professional connection to dyslexia through family members and explains dyslexia as a neurobiological, hereditary, language-based learning disability often co-occurring with challenges such as ADHD, anxiety, dysgraphia, or dyscalculia. The conversation distinguishes instructional programs from instructional approaches like Orton-Gillingham and alphabetic phonics, clarifies structured literacy as language-structure content plus explicit, systematic, data-driven pedagogy, and discusses universal screeners, diagnostic assessment, and progress monitoring. They address insufficient teacher preparation and professional development, RTI/MTSS implementation problems, COVID learning loss, “dys-teach-ia,” and why districts avoid using the term dyslexia due to service costs, and Gillis recommends books and describes her Professional Learning Series.
 
00:00 Meet the Dyslexia Duo
01:06 Why Margie Gillis Matters
03:05 Interview Begins and Literacy How
04:51 Training Roots and Structured Literacy
08:01 Margie Origin Story and Family Dyslexia
10:25 School Pushback and Defining Dyslexia
19:56 Programs vs Approaches OG Explained
27:43 Structured Literacy and Curriculum Must Haves
32:47 Coaching Teachers and Better PD
39:51 RTI MTSS and the Wait to Fail Trap
47:30 Beyond the Score Report
50:33 COVID Learning Loss Debate
54:29 Dyslexia or Dyslexia
58:28 Why Universal Screeners Matter
01:03:16 Sharing Data With Families
01:08:22 Why Districts Avoid Dyslexia
01:12:24 Training Teachers Better
01:14:44 Advice for Parents Teachers
01:18:41 Book Recommendations Roundup
01:24:33 Comprehension and Vocabulary Focus
01:25:53 Closing Thanks and Signoff

Dyslexia Duo Podcast Episode 84 - Megan Pinchback

The Dyslexia Duo: Megan Pinchbeck on Dyslexia on Demand, CALT Training, and the Emotional Experience of Dyslexia
 
The Dyslexia Duo (Melissa Dean and Aimee Rodenroth) interview Megan Pinchbeck, a Certified Academic Language Therapist and founder of Dyslexia on Demand, about her path from special education into CALT training at Scottish Rite in Austin and how intensive training and practitioner rigor affect student outcomes. Megan emphasizes widespread confusion about dyslexia services nationwide, differences among states in identification requirements, and the need for better legislation implementation, educator training, and systemic checks and balances. She explains Dyslexia on Demand’s pre-COVID origins to expand access for rural families, its virtual therapy model, the importance of therapist-student fit and relationship building, and its reach (over 1,000 served; currently about 200 across about half of U.S. states, plus some abroad). She discusses her “Don’t Call On Me” podcast’s focus on shared dyslexia stories and emotional impact, and previews webinars on simulations, teachers, SEL, accommodations, and “no dumb questions.”
 
00:00 Welcome Dyslexia Duo
00:42 Meet Megan Pinchbeck
01:33 Path to Dyslexia Therapy
04:10 Inside CALT Training
06:42 Who Counts as Certified
08:49 Emotional Side of Dyslexia
13:34 What Schools Get Wrong
17:58 Medical Diagnosis Confusion
22:09 Building Dyslexia on Demand
25:58 Making Virtual Therapy Work
31:54 Program Reach and Growth
32:53 Starting the Podcast
35:12 Emotional Side of Dyslexia
36:31 Generational Dyslexia Stories
38:48 Building Confidence in Kids
39:32 Spreading Awareness and Policy
42:57 School Funding Front Lines
44:40 First Steps for Parents
48:20 Adults as Dyslexia Mentors
53:10 Webinars and Core Basics
55:55 Resources and Where to Find
57:50 Lightning Round
01:02:52 Final Thanks and Sign Off

Dyslexia Duo Podcast Episode 83 - Dr. Maryanne Wolf

The Dyslexia Duo:  Maryanne Wolf on the Reading Brain, Deep Reading, and Digital Wisdom
Hosts Melissa Dean and Aimee Rodenroth interview developmental cognitive neuroscientist Maryanne Wolf, director of the Center for Dyslexia, Diverse Learners and Social Justice, about how reading is an invented, plastic brain circuit shaped by environment and medium. Wolf argues screens encourage skimming and reduced focus, contributing to a decline in sustained book reading among students, and describes retraining deep reading through print habits. She stresses the importance of reading aloud to young children, including by dyslexic or bilingual parents, to build language, cognition, and positive emotional associations with books. Wolf outlines core reading-brain components using the acronym POSSUM (phonology, orthography, semantics, syntax, morphology) and says multi-component instruction outperforms phonics-only approaches. She discusses dyslexia indicators including phonological awareness, rapid automatized naming, and orthographic factors, urges expansive science-of-reading practices, calls for research on wise AI/technology use and deep reading, and highlights evidence linking music—especially rhythm—to reading gains.
00:00 Meet Dyslexia Duo01:29 Introducing Maryanne Wolf04:59 Deep Reading Matters06:37 Screens Change Reading09:47 Losing Focus and Retraining14:07 Reading Aloud to Kids16:57 Dyslexic Parents Can Read20:39 Schools and EdTech Debate26:42 Sponsor Break28:23 Possum Reading Brain Model33:31 Research Proof and Ravo36:17 Targeted Strengths Approach38:12 Reading Wars Elbow Room43:04 Dyslexia Signs and Screeners44:08 Three Key Dyslexia Markers51:19 Future Research Priorities54:10 Music Rhythm and Reading56:45 Message to Struggling Families01:01:35 Lightning Round and Farewell

Dyslexia Duo Podcast Episode 82 - Dr. Pete Bowers

The Dyslexia Duo: Pete Bowers on Structured Word Inquiry: Making English Spelling Make Sense for Dyslexic Learners
Melissa Dean and Aimee Rodenroth of the Dyslexia Duo podcast interview Pete Bowers, a former grades 3–6 teacher who began using Real Spelling in 2001 and later developed work in Structured Word Inquiry (SWI) through graduate study with John Kirby in Kingston, Ontario. Bowers describes his own history as a slow reader and poor speller and explains how SWI transformed his understanding by teaching English orthography as an ordered system that links spelling with meaning and pronunciation, rather than relying on memorization or syllabification strategies that can be misleading and shame-inducing for struggling students. Using examples such as “real/really/reality,” “act/actor/acting/action,” and “maybe” as “may + be,” he argues that many spelling questions cannot be solved through phonology alone and that word matrices and word sums provide essential “combinatorial guardrails” and enable falsification of common misconceptions such as the “TION suffix” and a “ti digraph” in words like “action” and “question.” He discusses statistical learning, orthographic memory challenges associated with dyslexia, loanwords (e.g., French spellings), and how spelling-meaning correspondences can relieve shame and improve motivation. Bowers recommends beginning accurate orthographic concepts early (including with kindergarten), using techniques like spelling out orthography and word-family inquiry to build automatic, integrated representations of spelling, meaning, and pronunciation. The episode concludes with resources from Dr. Bowers (websites, YouTube, TEDx talk, courses, and a free weekly SWI digital drop-in) and guidance on integrating SWI with existing structured literacy/Orton-Gillingham programs by adding explanations that reflect how the writing system works.
00:42 Meet Pete Bowers: from struggling speller to Structured Word Inquiry
03:07 Reading vs spelling: why production is harder than recognition
04:17 The “really” breakthrough: matrices, word sums, and ending spelling shame
11:50 Loanwords & orthographic memory: why “exceptions” aren’t really exceptions
18:36 SWI isn’t just morphology: teaching the full orthography system
21:56 Statistical learning, attention, and the myth of the “TION suffix”
29:20 Hands-on demo: ACT → actor/acting/action (falsifying the “ti” digraph)
36:19 Combinatorial guardrails: graphemes, morphemes, and why T can say /sh/
50:57 When to start SWI: building an accurate schema from the very beginning
56:44 Classroom-friendly decodables: Tumbleweed’s distraction-free design
57:04 Sponsor spotlight: Discovery Dyslexia Services therapy, evaluations & advocacy
58:04 From “replay” to word meaning: spotlighting morphemes, suffixes & etymology
01:00:49 The “Play” word-family game: tapping graphemes and building a base
01:08:04 Homophones aren’t “crazy”: why meaning drives spelling consistency
01:09:44 Why two cues aren’t enough: triangulating spelling with meaning (and the “maybe” story)
01:14:05 When to teach word origins: Wonder Wall questions & the calculus analogy
01:17:40 Live word investigation: breaking down CONVENIENCE with connecting vowel letters
01:28:18 Teacher takeaways: schema shift, does/do, and SWI resources to keep learning
01:37:44 Integrating SWI with OG programs: “spell it out” to trigger self-correction
01:43:45 Final challenge: EXORBITANT, orbit as the base, and ending shame in learning
01:50:32 Wrap-up

Dyslexia Duo Podcast Episode 81 - Dr. Molly Ness

The Dyslexia Duo: Exploring Dyslexia with insights with Dr. Molly Ness
 
In this episode of Dyslexia Duo, Melissa and Aimee sit down with Dr. Molly Ness, a renowned expert in reading education and dyslexia. Dr. Ness shares her extensive background as a classroom teacher and university professor, highlighting her focus on the science of reading and structured literacy. The discussion dives deep into orthographic mapping, comprehension strategies, and the systemic challenges in addressing reading disabilities. Dr. Ness also talks about her projects, including her books and podcast 'End Book Deserts,' which aims to tackle book access issues. This episode is packed with valuable insights and practical strategies for educators, parents, and advocates.
 
00:00 Introduction to the Dyslexia Duo
00:50 Meet Dr. Molly Ness
02:17 Early Focus on Dyslexia
04:05 Teacher Knowledge and Dyslexia
05:28 Challenges in Literacy Education
08:00 The End Book Deserts Podcast
14:14 Strategies for Effective Read Alouds
26:14 Comprehension and Dyslexia Support
33:05 Understanding the Complexity of Comprehension
33:19 Tactics for Improving Vocabulary and Comprehension
33:59 The House of Cards Analogy for Comprehension
35:21 The Role of Grammar in Comprehension
36:22 Challenges in Diagnosing Comprehension Issues
37:45 The Importance of Fluency in Reading
39:43 Introducing the New Book: Making Words Stick
40:36 Orthographic Mapping Explained
46:33 The Brain's Role in Orthographic Mapping
55:27 Lightning Round: Quick Insights
58:06 Final Thoughts and Farewell

Dyslexia Duo Podcast Episode 80 - Dr. Jan Hasbrouck

The Dyslexia Duo: Insights from Dr. Jan Hasbrouck on Dyslexia and Effective Strategies
 
In this episode of the Dyslexia Duo podcast, hosts Melissa Dean and Aimee Rodenroth engage in an enlightening conversation with Dr. Jan Hasbrouck, a renowned literacy expert specializing in dyslexia. Dr. Hasbrouck discusses her journey in the field, key strategies for fostering literacy among children, and the importance of systematic, evidence-based instruction. She highlights the prevalence of dyslexia as a language-based disorder, debunks common myths, and emphasizes the critical role of early intervention. The discussion covers the necessity of accuracy in reading to build fluency, the significance of encoding in developing spelling and writing skills, and the potential for almost all children to learn to read and write with proper instruction. Dr. Hasbrouck also addresses the challenges in current educational practices and underscores the need for teacher and leadership training to implement effective literacy programs.
 
00:42 Welcoming Dr. Jan Hasbrouck
01:20 Dr. Hasbrouck's Journey in Literacy
07:33 Challenges and Changes in Literacy Education
14:43 Understanding Dyslexia Myths and Realities
17:04 Early Warning Signs of Dyslexia
26:35 Effective Reading Instruction and Leadership
32:45 Structured Literacy vs. Queuing Methods
39:25 The Complexity of Learning to Read
40:06 The Importance of Accuracy in Literacy
40:59 Connecting Words to Meaning
41:53 Triple A Instruction: Accuracy, Automaticity, Access
44:50 Building Fluency Through Accuracy
47:46 The Role of Repeated Reading
52:06 The Importance of Encoding in Literacy
57:34 Strengthening Writing Skills
01:02:01 Final Thoughts on Dyslexia and Literacy Growth
01:02:54 Upcoming Events and Conferences
01:05:00 Lightning Round Questions
01:07:01 Closing Remarks and Resources

Dyslexia Duo Podcast Episode 79 - Dr. Jared Horvath

The Dyslexia Duo discuss the Digital Delusion: A Deep Dive into EdTech and Learning with Dr. Jared Horvath
 
In this episode of the Dyslexia Duo, hosts Melissa Dean and Aimee  Rodenroth welcome Dr. Jared Horvath, a neuroscientist and education expert, to discuss his book 'The Digital Delusion: How Classroom Technology Harms Our Kids' Learning and How to Help Them Thrive Again'. The conversation covers the detrimental effects of educational technology on cognitive development, the importance of surface versus deep learning, the challenges posed by digital multitasking, and the potential of analog methods in education. Dr. Horvath also shares insights on learning disabilities, effective educational strategies, and the future of educational technology. The episode highlights the urgent need for a balanced approach to tech in classrooms and offers actionable advice for educators and parents.
 
00:00 Introduction to the Dyslexia Duo Podcast
00:44 Introducing Dr. Jared Horvath
01:28 The Digital Delusion: Classroom Technology's Impact
03:06 The EdTech Revolution and Its Consequences
04:28 The Decline in Cognitive Skills Since 2002
06:41 The Role of Technology in Learning and Memory
14:33 The Neuroscience of Learning
21:54 Learning Disabilities and Technology
25:35 The Impact of Digital Multitasking
33:51 Memory Formation and Retrieval
46:12 Paper vs. Screen-Based Reading
47:29 The Importance of Spatial Memory in Reading
48:21 Challenges of Reading on Screens
48:51 The Benefits of Printed Material
51:17 Digital Subscriptions vs. Printed Textbooks
53:28 The Role of Technology in Education
55:18 Balancing Accommodations and Learning Goals
58:51 The Impact of COVID on Educational Technology
01:11:13 The Future of Educational Technology
01:18:15 Lightning Round and Final Thoughts