In this premiere episode of Season 3, Teacher Voices: What We Were Never Taught, we explore the stories of teachers who were never taught how the brain actually learns to read. From decades of classroom experience to the challenges of supporting struggling readers, our guests reveal the gaps in teacher preparation and the deep impact on children, parents, and educators alike.
We connect these experiences to the neuroscience of reading, highlighting how systematic, brain-aligned instruction is essential. Expert voices like Timothy Odegard explain how proper identification of dyslexia, effective policy implementation, and systemic supports are key to meaningful change. We also look back at historical approaches, like the McGuffey Readers, that aligned with the brain’s natural pathways for literacy.
In This Episode, You’ll Hear:
- Timothy Odegard — Researcher and literacy expert; discusses the need for systemic supports, how dyslexia is distinguished from inadequate instruction, and why policy alone isn’t enough to improve student outcomes.
- Diane House, Skyline Principal (Pratt, KS) — On the enduring appeal of balanced literacy and the resistance to changing longstanding educational practices.
- Joyce Temanson — Reflects on realizing her training didn’t prepare her to teach structured literacy and the guilt that followed.
- Danielle Morris — Shares the frustration and emotional weight of lacking the tools to support struggling readers.
- Kendra Heim — Explains the emotional burden teachers carry when students struggle and how systemic failures contribute to guilt.
- Cindy Lane — Describes being “sold a story” of balanced literacy despite extensive resources that failed to support true reading growth.
Episode Themes:
- Teacher preparation gaps and their consequences for students.
- The neuroscience behind reading and structured literacy.
- How dyslexia has been historically misunderstood and misdiagnosed.
- The emotional weight and guilt teachers carry due to systemic failures.
- The role of advocacy and evidence-based practice in transforming outcomes for students.
Transition to Episode 2:
Next time, we step into the force powering some of the biggest changes in literacy: parent advocacy. Jesica talks with Barb Orsi and Amy Trombetti, who guide families through Special Education meetings, dyslexia identification, and navigating school systems that often say “no” before they say “yes.”
Call to Action:
- Parents: Listen to Season 1 for tools and language to advocate confidently for your child.
- Teachers: Revisit Season 2, especially Episode 3 on the reading brain and Episode 4 on systemic change.
- Advocates/Policymakers: Share this episode with someone carrying guilt for something they were never taught. Subscribe to stay empowered, challenged, and equipped this season.
Sources & References:
- Odegard, T. N., Hall, C., & Kloberdanz, K. (2025). Literacy legislation in practice: Implementation, impact, and emerging lessons. Annals of Dyslexia.
- The Brain Prize. (2016, November 1). The Brain Prize presents: Stanislas Dehaene [Video]. YouTube. https://www.youtube.com/watch?v=wlYZBi_07vk
- Dehaene, S. (2017, May 12). How the brain learns to read [Video]. YouTube. https://www.youtube.com/watch?v=25GI3-kiLdo
Reading Rockets. (n.d.). What are decodable books and why are they important. https://www.readingrockets.org/topics/curriculum-and-instruction/articles/what-are-decodable-books-and-why-are-they-important - Ohio University, Ping Institute. (n.d.). McGuffey Readers. Retrieved from: https://www.ohio.edu/cas/ping-institute/humanities-park/mcguffey-readers
- Wolf, M. (2023, October 27). Reading Fluency and Dyslexia: The Science and the Practice — presentation at TDFC 2023. Massachusetts General Hospital Institute of Health Professionals, Charlestown, MA. Retrieved
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