In this episode, we are thrilled to have Dr. Matthew Burns as our guest. Dr. Burns is a Rose & Irving Fein Endowed Professor of Special Education and Assistant Director of UFLI and has extensive experience as both a practitioner and an academic. Throughout our conversation, we delve into the fascinating world of tiered interventions, RTI, and MTSS, and explore how data-driven practices can improve reading outcomes for students. 

We begin by discussing the importance of tier 1 interventions, focusing on class-wide strategies based on screening data. Dr. Burns emphasizes the significance of accurately grouping students and providing targeted interventions in tier 2, acknowledging that traditional ways of grouping students based on reading levels may not be effective in addressing individual needs. 

Moving on, we explore the relationship between RTI and MTSS, and how data analysis through Professional Learning Communities (PLCs) can drive effective small-group instruction. Dr. Burns shares insights on the science of the reading movement and the need for critical evaluation of research sources to make evidence-based decisions. 

The conversation then shifts towards dyslexia, its identification, and the importance of improved reading instruction rather than solely focusing on identification. Dr. Burns highlights the significance of individualized instruction for dyslexic students, while also discussing the ongoing legislative and advocacy efforts surrounding dyslexia.

As the episode progresses, we dive into the role of morphology in language and its implications for learning, along with the need for a deeper understanding of phonemic awareness. Dr. Burns provides valuable resources, including his YouTube channel and Google Scholar, for accessing research articles and teaching strategies in the field of reading achievement.

Timestamps

02:26 Transition from teaching to research for greater impact.

04:56 Dr. Burns discusses his adviser, grad school, special education, instructional support, and positive effects in his research.

09:45 Poor reading instruction leads to not being able to provide support to students with dyslexia.

13:11 Targeted interventions improved the academic performance of certain kids.

16:35 RTI and MTSS are not synonymous terms. RTI is the process of using data from an NTSS system to identify a learning disability. RTI requires an existing MTSS.

18:42 Simple view of reading works, effective techniques: teaching phonics, vocabulary, text structure, morphology. Important for student development at different ages.

20:56 Advocacy work promotes change through accessible information.

25:34 Research on morphology and language's role.

31:19 Identify skill gaps, target instruction, and spur growth.

Connect with Dr. Matthew Burns

Website: https://neurology.ufl.edu/