{"type":"rich","version":"1.0","provider_name":"Transistor","provider_url":"https://transistor.fm","author_name":"Better Teaching: Only Stuff That Works","title":"Teaching Adolescents to Read: Faith Howard on Literacy Intervention That Works","html":"","width":"100%","height":180,"duration":2840,"description":"Summary\nWhat does effective literacy intervention look like for students in middle and high school? Faith Howard returns to Better Teaching: Only Stuff That Works to explain how she built Literacy Lab, a 6–12 intervention model that combines the science of reading with age-appropriate, grade-level texts.\nFaith shares how a glorified study hall became a focused literacy intervention, why secondary educators need practical support in teaching foundational reading skills, and how schools can build sustainable literacy capacity instead of depending on one-time professional development. She also explains why teachers—not computer programs—teach kids, and how decoding, morphology, vocabulary, and rich novels can work together for adolescent readers.\nFaith Howard is an adolescent-literacy leader and educational consultant with 17 years of experience in education. She has taught middle and high school English language arts, coached ELA and social studies teachers, served as a director of curriculum and instruction, and worked as a literacy specialist.\nChapters\n00:00 — Meet Faith Howard and the case for adolescent literacy\n01:48 — Why the original intervention model was not working\n03:50 — Faith’s self-study in the science of reading\n05:02 — Building Literacy Lab with foundational skills and grade-level texts\n05:58 — Why teachers teach kids, not programs\n08:11 — Making structured literacy meaningful for teenagers\n10:39 — What “teen-friendly” literacy intervention really means\n12:40 — Decoding, morphology, vocabulary, and complex texts\n14:04 — What secondary teachers need from literacy support\n17:27 — Demystifying the science of reading through modeling\n21:11 — A sustainable sequence for schoolwide literacy improvement\n24:16 — From professional development to practice and follow-through\n44:49 — Building local capacity and letting the work speak for itself\n46:36 — Gene’s closing message\nShow Notes\nFaith’s work focuses on students who have been overlooked or left behind by...","thumbnail_url":"https://img.transistorcdn.com/VSXrwoUOSd2tDtIjeOHJdpEf8A1p87_Wq_-T3Iwockc/rs:fill:0:0:1/w:400/h:400/q:60/mb:500000/aHR0cHM6Ly9pbWct/dXBsb2FkLXByb2R1/Y3Rpb24udHJhbnNp/c3Rvci5mbS9lNmEx/NWNiM2YyNjE5MDRm/YmE5YzFiZDM3MGQ2/Mzg5Ny5wbmc.webp","thumbnail_width":300,"thumbnail_height":300}