Why do so many students struggle with reading despite decades of educational reform? What does the science of reading reveal about how literacy truly develops? And how can schools design instruction that supports all learners, particularly those with disabilities, in becoming confident and capable readers?

Christopher J. Lemons is a Professor of Education at the Stanford Graduate School of Education and a leading scholar in literacy and special education. His research focuses on reading instruction for students with learning disabilities, the implementation of evidence-based literacy practices, and the systems-level changes needed to support effective reading education. Through his work, he collaborates with schools and policymakers to bridge the gap between research and classroom practice, ensuring that all students have access to high-quality literacy instruction.

In this episode, we explore the foundations of effective reading instruction and why translating research into practice remains a persistent challenge. Christopher explains how evidence-based approaches can dramatically improve literacy outcomes, especially for students with learning disabilities. We discuss the importance of early intervention, structured literacy, and the role of teacher preparation in implementing the science of reading with fidelity.

Our conversation also examines the broader educational systems that shape literacy instruction, including policy decisions, curriculum design, and professional development. Christopher highlights the need for coherence between research, practice, and leadership to create sustainable change. This episode underscores the moral and educational imperative of ensuring that every child learns to read and the transformative impact literacy has on lifelong learning and opportunity.