In this episode of All For Literacy, host Kerri Larkin sits down with Dr. Marisa Ramirez Stukey, Chief Academic Officer of The Reading League, to explore what it really takes to turn literacy research into meaningful classroom practice. Together, they unpack why the science of reading—while essential—is not enough on its own, and how the science of learning and implementation science are critical to achieving lasting, equitable literacy outcomes.

This conversation dives into the realities educators face every day, from competing initiatives to limited time and resources. Dr. Stukey challenges traditional ideas of fidelity, emphasizing integrity, context, and systems-level alignment. Listeners will come away with a clearer understanding of why real change requires not just adding new programs, but also removing barriers, de-implementing what no longer works, and supporting educators with coherent, connected professional learning.

• Why knowledge alone doesn’t change practice
• What implementation science looks like in real classrooms
• Fidelity vs. integrity in literacy instruction
• Identifying and removing systemic barriers
• The importance of de-implementation for long-term change

A must-listen for educators, school and district leaders, and anyone committed to evidence-based literacy transformation.

In this episode of All For Literacy, host Kerri Larkin sits down with Maggi Lambert, principal of Cloud Peak Elementary in Buffalo, Wyoming. Together, they unpack how a rural school community transformed its approach to literacy—moving from one-size-fits-all interventions to a dynamic, data-driven, and collaborative model that empowers every educator and student.

Maggi shares her journey from classroom teacher to principal, the pivotal role of professional learning, and how including paraprofessionals and using data as a tool (not a weapon) led to measurable student growth. If you’re a school leader, teacher, or literacy advocate, this episode is packed with actionable insights and hope.

00:00 – Welcome & The Power of One

01:28 – Community & Collaboration

03:15 – Maggi’s Journey: Teacher to Principal

07:25 – The Catalyst for Change: Data & Discomfort

12:07 – From Intervention to Prevention

15:27 – Collaboration & Professional Learning

18:04 – Data as a Tool, Not a Weapon

21:57 – Student Impact & Results

37:53 – Advice for School Leaders

45:08 – Maggi’s Reading Stack

👍 If you found this episode helpful, please like, comment, and subscribe for more conversations on literacy, leadership, and school transformation.

What happens when a district empowers its teachers to lead change? In this episode, three educators from Federal Way Public Schools in Washington share how a grassroots effort turned into a systemwide literacy transformation across one of the state’s most diverse districts.

• A “middle-out” professional development approach that started with teachers and coaches instead of administrators
• Teacher-led transformation sparked by a kindergarten and first grade teacher exploring the science of reading
• LETRS training implementation with stipends, accountability emails, and protected learning time
• A comprehensive five-year literacy plan addressing curriculum, assessment, schedules, and support structures
• Systems change, not just PD, ensuring a holistic approach to districtwide literacy improvement
• Voluntary teacher engagement, with hundreds of teachers requesting LETRS by Year 4
• Support structures that work, based on the idea that accountability + collaboration = more impactful training

Listen now to learn how this team is redefining literacy success—and how your district can, too.

Don’t forget to subscribe to the podcast for more stories of innovation, leadership, and impact in education.

Season 5 of All For Literacy kicks off with new host Kerri Larkin, Lexia’s Senior Education Advisor, who brings years of classroom and leadership experience to the mic.

Come join us as we dive into how the science of reading implementation is landing in real classrooms with real educators who are making this happen.

Does maintaining their heritage language help students develop literacy skills in English? The research says “yes.”

Dr. Elena Schmitt, professor of applied linguistics and educational researcher, joins All For Literacy host Dr. Liz Brooke for a detailed discussion about how supporting a student’s bilingualism supports the whole child. From maintaining access to key cultural and social interaction to supporting English literacy acquisition, helping students maintain their first language is worth the effort.

Gain an understanding of:

• How to apply the research when it comes to supporting English language learning
• Actionable ways educators can support bilingual students in their classrooms
• Why the advice to “speak English at home” can be detrimental to students
• How to create an inclusive environment centered around translanguaging

Tune in to Episode 5 for an inspirational, research-backed discussion about how heritage languages, bilingualism, and translanguaging affect student identity and success.

About Dr. Elena Schmitt

Dr. Elena Schmitt is a professor of applied linguistics and coordinator of the master’s in bilingual education and TESOL program at Southern Connecticut State University. Her research focuses on language contact, first language attrition, classroom interaction, teacher education, and technology-assisted teaching.

Join our community of listeners at All For Literacy today!

As the crucially important ideas of the science of reading spread, a shift of focus to sustainable implementation will ensure evidence-backed instruction continues to change the literacy landscape. Implementation relies on the mutually beneficial relationship between educators and researchers to work effectively and sustainably.

Started in Part 1 of Season 4, Episode 3, of the All For Literacy podcast, Dr. Liz Brooke, Margaret Goldberg, and Dr. Elsa Cárdenas-Hagan continue their insightful conversation about research access for educators. Goldberg, a literacy coach and co-founder of The Right to Read Project, brings an educator’s viewpoint, while Cárdenas-Hagan pulls back the curtain on the world of research.

During this two-part episode, the guests explore:

• Effective partnerships between schools and researchers
• Best practices for research dissemination
• Evidence-based practices for Emergent Bilinguals
• Integrating repetition and feedback into day-to-day classroom activities

Tune in to this two-part episode for a thoughtful look into the ever-changing landscape of the science of reading, and subscribe to never miss an important literacy discussion!

For all mentioned resources and links visit AllForLiteracy.com

As the crucially important ideas of the science of reading spread, a shift of focus to sustainable implementation will ensure evidence-backed instruction continues to change the literacy landscape. Implementation relies on the mutually beneficial relationship between educators and researchers to work effectively and sustainably.

In Season 4, Episode 3, of the All For Literacy podcast, host Dr Liz Brook shares part 1 of her sit down with Margaret Goldberg and Dr. Elsa Cárdenas-Hagan for an insightful conversation about research access for educators. Goldberg, a literacy coach and co-founder of The Right to Read Project, brings an educator’s viewpoint, while Cardenas-Hagan pulls back the curtain on the world of research.

Together, this episode’s guests explore:

• Effective partnerships between schools and researchers
• Best practices for research dissemination
• Evidence-based practices for emergent bilinguals
• Integrating repetition and feedback into day-to-day classroom activities

Walk away from this episode with a thoughtful look into the ever-changing landscape of the science of reading, and subscribe to never miss an important literacy discussion!

In Season 4, Episode 2, Dr. Truckenmiller joins All For Literacy host Dr. Liz Brooke for an in-depth conversation about implementing research-backed literacy practices sustainably in real-world classroom settings.

Dr. Truckenmiller currently collaborates with school districts to improve decision-making based on writing and reading assessment within the Multi-Tiered Systems of Support framework, ensuring all students receive equitable access to evidence-based instruction, according to their strengths and needs. She shares her expertise in applying the science of reading with listeners, including actionable information about:

• Appropriately using assessment to select appropriate and specific interventions
• Reframing assessments to better serve all students
• Using subskill analysis to better approach instructional targets
• Cohesively connecting reading and writing instruction

For links to resources referenced in the episode, visit AllForLiteracy.com

About Adrea Truckenmiller

Dr. Adrea Truckenmiller serves as an associate professor at Michigan State University, where she conducts research in the special education and school psychology programs. She is also the co-developer of the Multi-Tiered Systems of Support (MTSS) master’s degree program and currently collaborates with school districts to improve decision-making based on writing and reading assessment within the MTSS framework.