Unlocking reading: Comprehension strategies vs. knowledge building, with Daniel Willingham, Ph.D.
In this episode of Science of Reading: The Podcast, Susan Lambert welcomes back researcher and author Daniel Willingham, Ph.D., to discuss reading comprehension. With only so much instruction time in the day and research supporting both comprehension strategies and knowledge building, it can be tough to know what to prioritize in the classroom. Daniel holds nothing back in outlining exactly where educators should focus their time. Together, he and Susan explore the limitations of comprehension strategies, the place for critical thinking skills in relationship to knowledge, and how to recognize when messaging around knowledge has gone too far.
Meet our guest(s):
Daniel Willingham, Ph.D.
Daniel Willingham, Ph.D., is a Professor of Psychology at the University of Virginia, where he has taught since 1992. Until about 2000, his research focused solely on the brain basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K鈥�16 education. He is the author of several books, including the best-selling Why Don’t Students Like School?聽and, most recently, Outsmart聽Your Brain. His writing on education has appeared in 23 languages.鈥� In 2017 he was appointed by President Barack Obama to the National Board for Education Sciences.
Meet our host, Susan Lambert
Susan Lambert is Chief Academic Officer of Literacy at 尖叫视频app and host of Science of Reading: The Podcast. Throughout her career, she has focused on creating high-quality learning environments using evidence-based practices. Lambert is a mom of four, a grandma of four, a world traveler, and a collector of stories.
As the host of Science of Reading: The Podcast, Lambert explores the increasing body of scientific research around how reading is best taught. A former classroom teacher, administrator, and curriculum developer, she’s dedicated to turning theory into best practices that educators can put right to use in the classroom, and to showcasing national models of reading instruction excellence.
