Creating Readers with Savannah Campbell

#29 When Do We Stop Using Decodables? (And What Comes Next)

Last week, we talked all about what decodables are with Brooke Vitali.This week, we’re tackling the question everyone is quietly wondering…When do we actually stop using them?
In this episode, I walk you through how to think about decodables as a tool (not the goal), what signals students are ready to move on, and what instruction should look like after decodables.
Spoiler: it’s not going back to leveled texts.
🔑 Key Takeaways
🔧 Decodables are a tool—nothing more, nothing less They exist to give students practice with phonics skills that have already been explicitly taught.
🎯 They are NOT the end goal The goal is not to get good at reading decodables: the goal is to read and understand any text.
🧠 Word recognition and comprehension develop separately (at first): Decodables support word recognition. Authentic text builds language comprehension. Both matter.
🔄 We don’t move on based on “levels”: Guided reading levels are not grounded in research and shouldn’t drive instructional decisions.
📚 The real signal: multisyllabic words: When students can decode and encode multisyllabic words, that’s your cue to begin transitioning away from decodables.
🌍 What comes next: authentic text + knowledge building: Shift to thematic text sets that build vocabulary and background knowledge—not leveled systems.
If you’ve ever found yourself trying to understand when to move away from decodables and what’s next, this episode is for you!
Links Mentioned:
Blog on Decoding Multisyllabic Words
Link to Dry Erase Notecards*
 
*As an Amazon affiliate, I may earn a small commission, at no charge to you, on any items purchased through my link.

#28 Decodables Done Right: Story, Scope, and What Actually Matters with Brooke Vitale

In this episode, I’m joined by Brooke Vitale, founder of Charge Mommy Books and a former editor at major publishing houses like Penguin and Disney. Brooke has published over 100 books and brings a unique perspective to the world of decodables, blending strong storytelling with research-aligned phonics practices.
We dig into what decodables are actually for, how they should (and shouldn’t) be used, and what it really takes to create texts that both support decoding and feel like real stories.
🔑 Key Takeaways
📖 Decodables are a tool, not the curriculum: Their job is to provide practice with taught phonics skills, not replace explicit instruction.
🔤 Phonics control matters, but so does story: A decodable should still have have a story that makes sense. If it’s just words on a page, we’re missing the point.
🧠 Comprehension still belongs in decodables: Even simple tasks, like matching a sentence to a picture, require meaning-making and should be part of the experience.
⚠️ Biggest (non-mistake) mistake--not reading the book first: You can’t anticipate student breakdowns if you don’t know what’s coming.
✍️ Writing decodables is harder than it looks Brooke shares her process, starting with word lists, building a story, then revising for phonics control.
🔗 Connect with Brooke
Website: https://www.chargemommybooks.com 
Instagram & Facebook: @chargemommybooks
Available on Amazon*
*As an Amazon affiliate, I may earn a small commission on any purchase made through my link, at no additional cost to you.

#27 From Data to Instruction with Rachel Beiswanger

🎙️ Assessments Aren’t the Enemy
In this episode, I’m joined by my real-life best friend and literacy expert, Rachel Beiswanger (@_readingrachel_), to talk about what assessments are actually for , and how to use them without overtesting or overwhelming teachers.
If you’ve ever thought, Okay… I have the data. Now what? , then this conversation is for you.
In this episode, we discuss:
The difference between universal screeners, diagnostics, progress monitoring, and classroom-based assessments
Why ORF passages are intentionally not decodable (and why that matters)
Common assessment mistakes schools are making
How to use screening data to identify instructional pattern, not just struggling students
The first practical step to take after you administer a universal screener
If assessments aren't your favorite, let me introduce you to Rachel.  She has the knack for making testing interesting and for helping all of us use data to inform our instruction.
Resources Mentioned:
Rachel's Upcoming Webinar (You do NOT want to miss this!)
CUBED Comprehension Assessment
Rachel's Blog
 

#26 The 3 Great Spelling Rules (and How to Make Them FINALLY Stick)

Spelling multisyllabic words is not about being “naturally good” at spelling. It is about understanding what happens to base words when we add suffixes and giving students enough meaningful practice to internalize those patterns. In this episode, Savannah walks through the Three Great Spelling Rules and shares practical ways to help those rules actually stick through daily spelling and reading routines.
In This Episode, You’ll Learn:
What the Three Great Spelling Rules are and why they matter for multisyllabic spelling
The CVC doubling rule and when to double the final consonant
The silent E (magic E) rule and how vowel and consonant suffixes change the base
The Y rule for spelling, including a simple chant to help students remember it
How to use daily multisyllabic dictation to reinforce spelling patterns over time
How morphology word chains help students practice suffixes, prefixes, spelling rules, grammar, and meaning all at once
A simple reading review routine using word lists or PowerPoints to help students explain spelling changes they see in print
The Three Great Spelling Rules only work when students see them again and again in meaningful ways. With daily dictation, morphology-based practice, and intentional reading review, students can move beyond guessing and toward real spelling confidence. This short, practical episode is designed to give you strategies you can start using right away.
 
Resources Mentioned:
Morphology Dictation Lists
Morphology Review PowerPoints
The Megabook of Vocabulary* (affiliate link)
Blog Post on The 3 Great Spelling rules

#25 What 50 Years of Research Reveal About Comprehension Instruction (and Textbooks)

What does decades of research actually say about how comprehension is taught in classrooms, and how much help do textbooks really provide?
In this episode, Savannah takes a deep dive into 50 years of comprehension research, beginning with Dolores Durkin’s landmark studies in the late 1970s and extending through large-scale analyses published as recently as 2023. Together, these studies paint a consistent and sobering picture: while comprehension is the stated goal of reading instruction, explicit comprehension teaching has historically been rare, heavily outweighed by assessment, worksheets, and questioning.
Savannah walks you through:
What classroom observations reveal about real comprehension instruction
What teacher manuals actually prioritize inside core reading programs
Whether teachers follow textbook guidance—and why many don’t
How newer studies show progress, but still reveal major gaps
Why “following a textbook with fidelity” is not the solution
This episode is especially relevant for educators working under mandated programs who feel the tension between what research says works and what materials require them to do. Savannah argues that teacher knowledge, not textbook fidelity, is the true lever for improving comprehension outcomes.
Resources Discussed:
Blog Post Discussing the Comprehension Studies
Studies Discussed:
Norwegian Study (Mentioned but Not Discussed): Bogaerds-Hazenberg, S. T., Evers-Vermeul, J., & van den Bergh, H. (2022). What textbooks offer and what teachers teach: An analysis of the Dutch reading comprehension curriculum. Reading & Writing, 35(7), 1497–1523
Capin, Philip, et al. “Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study.” Scientific Studies of Reading, 23 Oct. 2024, https://doi.org/10.1080/10888438.2024.2418582.
Dewitz, P., & Jones, J. (2013). Using basal readers: From dutiful fidelity to intelligent decision making. The Reading Teacher, 66(5), 391-400.
Durkin, Dolores. "What classroom observations reveal about reading comprehension instruction." Reading research quarterly (1978): 481-533.
Durkin, D. (1981). Reading comprehension instruction in five basal reader series. Reading Research Quarterly, 515-544.
Durkin, D. (1984). Is there a match between what elementary teachers do and what basal reader manuals recommend?. The Reading Teacher, 37(8), 734-744.
Reutzel, D. R., Child, A., Jones, C. D., & Clark, S. K. (2014). Explicit instruction in core reading programs. The Elementary School Journal, 114(3), 406-430.
 

#24 Strengthening Research and Note-Taking Skills with Katie Walker

🎙️ Teaching Research Is Not “Off You Go”
Research doesn’t magically happen just because students are handed a topic and a Chromebook. In this episode of Creating Readers, Savannah Campbell is joined by Katie Walker (@katie_walker_resources) to unpack why research must be explicitly taught, carefully scaffolded, and thoughtfully supported in upper elementary classrooms.
In this episode of Creating Readers, Savannah and Katie discuss:
Why research is a taught process, not an independent free-for-all
How to help students select meaningful topics and develop strong research questions
The role of background knowledge in making research “stick”
Why note-taking skills deserve explicit instruction and ongoing practice
How graphic organizers can support organization and comprehension
The importance of scaffolding and regular check-ins during research projects
How research fits best when embedded into larger units of study
Practical ways AI can support (not replace) the research process
If research feels chaotic or overwhelming in your classroom, this episode is your reminder that it doesn’t have to be. With clear structure, intentional scaffolds, and ongoing support, students can learn to research with confidence and purpose.
Resources Mentioned:
Follow Katie on Social Media
FREE Research Planning Template
All of Katie's amazing freebies!
The Writing Revolution*
 
*Affiliate link
 

#23 Morphology: More Than Word Study

Morphology is often taught as a weekly prefix or suffix list, but when it’s treated that way, we miss its real power. In this episode, Savannah explains why morphology isn’t just about spelling or quizzes and how it can become one of the most effective word-learning strategies we give students.
In this episode of Creating Readers, Savannah discusses:
Why morphology is often misunderstood and underutilized in classrooms
How English works as a morphophonemic language, preserving meaning over sound
How morphology supports vocabulary growth and helps students tackle unfamiliar words
A step-by-step look at how Savannah explicitly teaches morphology, including daily review, spelling, reading, and word work
Morphology is more than a checklist of prefixes and suffixes. When taught intentionally, it connects decoding, spelling, vocabulary, and comprehension in powerful ways. If you’re ready to move beyond word lists and start using morphology as a true meaning-making tool, this episode will give you a clear place to start.
Resources Mentioned: 
FREE Morpheme Deck
Dictation Lists
Fluency Grids
Morphology Interactive Notebook 
 

#22 All Teachers are Reading Teachers: Tips for Improving Comprehension in Content-Area Classrooms

Many teachers hear the phrase “all teachers are reading teachers” and instantly panic. Don’t worry, this episode isn’t about turning math class into phonics or adding more to your already full plate. Instead, Savannah breaks down what the phrase actually means and how every content-area classroom is already positioned to boost comprehension in meaningful, doable ways.
In this episode, you’ll learn:
✨ Three Pillars for Content-Area Comprehension
Why background knowledge matters more than most people realize and how science, social studies, and even resource classes naturally build it.
How to teach vocabulary (Tier 2 + Tier 3) in ways that make words stick without overwhelming your lessons.
Simple writing routines that strengthen understanding and help students show what they truly know.
If you teach reading, this episode will help you think differently about content texts. If you teach content, it will help you make your instruction even more powerful—without adding extra work.

#21 The ONE Writing Strategy You Should Use TODAY

In this week’s episode of Creating Readers, Savannah breaks down one of her favorite high-impact writing strategies from The Writing Revolution called Because, But, So. This simple routine helps students write stronger complex sentences, strengthens their understanding of content, and makes knowledge from texts stick. Savannah also looks honestly at why traditional writing workshop falls short, and how structured, explicit writing practice can transform both reading comprehension and writing skills.
In this week’s episode, Savannah shares:
Why the science of literacy community talks more about reading than writing, and why that needs to change
The purpose of the Because, But, So strategy and how it strengthens writing about reading
How each conjunction (because, but, so) pushes thinking in a different direction
Why the strategy only works when students have a strong grasp of content
The biggest mistakes teachers make when introducing this strategy
Practical teaching tips, modeling ideas, and example responses from fiction and nonfiction texts
Let this quick, actionable episode inspire one of those “I can use this TODAY” moments in your classroom.
Resources Mentioned:
The Writing Revolution*
The Writing Rope
*As an Amazon affiliate, I may earn a small commission on any purchase made through my link, at no additional cost to you.

#20 Explicit Instruction with Melissa Gill

In this episode, Savannah sits down with Melissa Gill, Director of Teaching & Learning at the Wabash Valley Education Center (WVEC) in West Lafayette, Indiana, to demystify explicit instruction. They bust common myths (no, it’s not a 45-minute lecture), unpack what “I do, we do, you do” actually looks like in practice, and dig into the essential roles of modeling, monitoring, and immediate feedback. You’ll hear concrete ways explicit instruction shows up differently in phonics versus comprehension, why vocabulary deserves center stage, and how to start small.  If you’ve ever been told not to be the “sage on the stage,” this conversation reframes explicit instruction as clear, kind, and student-centered teaching.
 
🎙️In this week's podcast episode, they discuss: 
📌Myths about explicit instruction (promise it is not boring),
📌What explicit instruction actually is (You know they're gonna share Anita Archer),
📌How explicit instruction looks different for phonics vs. comprehension, and
📌Tips for getting started
 
Resources Mentioned:
Wabash Valley Education Center
Explicit Instruction Website
Anita Archer's Explicit Instruction (Sorry, no longer free on Kindle!)*
 
*As an Amazon afilliate, I may make a small commission on purchase bought through my link, at no additional cost to you.