Principals of Literacy

When a student struggles to read, how do we know if we’re looking at a disability or a system that needs to respond differently? School psychologist Dr. Chrishawn Finister joins us for a powerful conversation about following the data, strengthening systems, and breaking down the silos between general and special education so we can make better decisions for every student.
 

Implementing the Science of Reading is one thing. Leading it well is another.
In this episode of Principals of Literacy, Jamie Allardice and Margaret Goldberg share how their collaborative leadership at Nystrom Elementary has transformed literacy instruction through strong coaching, clear systems, and a shared commitment to student success.
Whether you're a principal, coach, or district leader, you'll leave with practical ideas you can put into action right away.

Oral language is the foundation upon which literacy is built, yet it is often overlooked in conversations about reading achievement. In this episode of Principals of Literacy, Patty sits down with Doug Peterson to explore the critical connection between oral language development and reading success.
Together, they discuss why oral language is a powerful predictor of literacy outcomes, how language development impacts comprehension and academic achievement, and what school and district leaders need to know to ensure oral language is intentionally woven into literacy instruction. Listeners will leave with a deeper understanding of why strengthening students' language skills is one of the most important investments schools can make to improve reading outcomes.
Be sure to join us again in early July when Doug returns to share practical, classroom-ready strategies for developing oral language skills across grade levels.
Doug currently serves as Vance Masteller Endowed Research Chair of Child Language Disorders Professor at Baylor University. His interdisciplinary research focuses on advancing the validity and reliability of dynamic assessments and the effectiveness of structured literacy interventions for school-age children, particularly those at risk for language and reading disorders.

The conversation with Dr. Noland continues as we dive deeper into oral language development and the critical importance of systems alignment in our schools.
The resources mentioned around oral language developed are linked below.
The Reading is Language Model - Margaret J. Snowling and Charles Hulme
Language Dynamics Group - Doug Peterson and Trina Spencer
Resources from Dr. Tiffany Hogan

What does it really take to lead lasting literacy change? In this episode, Terrie Noland dives into implementation science, the role of the principal as a lead learner, and the essential role of oral language in building strong readers. You’ll walk away with both inspiration and practical ideas to support every learner.

In part two of my conversation with Angie Hanlin, we explore the unique responsibility principals hold in driving instructional change. She offers clarity on what strong universal instruction looks like and the first step toward building it in every classroom.

In part one of my conversation with Angie Hanlin, we dive into her first year as principal at Matthews Elementary and the challenges that came with leading change. Angie shares how her background in the Science of Reading guided the transformation of literacy instruction on her campus and how she supported teachers and staff through the process.