The Knowledge Matters Podcast

The science of reading is a frequent topic of conversation and source of policy reform, with new mandates for curriculum and instruction coming online in dozens of states this year. But it’s not just for literacy teachers, history educator Amy Rosenkrans notes in this episode of the History Matters Podcast.
In conversation with host Ebony McKiver, Amy says the science of reading has “reinforced what I've been thinking about over the past 25 years of my career” and stresses the importance of knowledge and vocabulary, alongside the excitement that studying history brings to the classroom.
“Content is almost everything in social studies,” she says. “In order for students to understand reading, in order for them to write about it, in order for them to talk about it, they need to know and understand what the content is.”
Amy explains that social studies naturally strengthens literacy by exposing students to diverse texts, building vocabulary, and providing the background knowledge necessary for comprehension. Rather than treating content as secondary to inquiry or reading strategies, she emphasizes that historical knowledge is the foundation that allows students to read, write, discuss, and investigate meaningful questions.
She also highlights the power of connecting history to place. By exploring local landmarks, school names, parks, and historic sites, students discover that major events like the American Revolution or the War of 1812 are part of their own communities. These authentic connections spark curiosity, deepen understanding, and inspire further inquiry. Amy also stresses that discussion-based learning—including Socratic seminars, debates, and evidence-based conversations—helps students develop critical thinking, evaluate sources, and engage respectfully with differing perspectives. (At Knowledge Matters, we couldn't agree more, especially because these rich discussions also build oracy and language skills for the growing population of multilingual students in American public schools.)
Social studies should be one of the most exciting parts of the school day. When teachers provide rich historical content, engaging primary sources, and meaningful context, they cultivate not only stronger readers but also curious learners and thoughtful citizens who are prepared to participate in civic life.
This podcast is produced by Knowledge Matters on behalf of the History Matters Campaign. Follow Knowledge Matters on Instagram, Facebook, and Twitter/X. Search #historymatters to join the conversation.
Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.

Kentucky recently announced it is developing a statewide knowledge-building K-8 social studies curriculum. Teachers in the Bluegrass State have already been making the transition to follow the science of reading, to positive effect, but leaders know that literacy development doesn’t just happen in English language arts. Rich content in social studies is a big part of the puzzle.
In this episode, host Barbara Davidson discusses the importance of content knowledge with Micki Marinelli, the Chief Academic Officer at the Kentucky Department of Education.
“It's so easy for us to feel like it’s the ELA teachers that have ownership over literacy strategies and instruction. But I think that we're seeing more and more—and that what's so important for us to acknowledge—is that we are all teachers of literacy,” Micki says.
Kentucky’s approach to literacy is rooted in the science of reading, with a strong emphasis on building students’ background knowledge alongside foundational reading skills. Micki argues that literacy cannot be separated from science and social studies, particularly in the elementary grades. While these subjects are often marginalized, they provide the knowledge students need to read, write, and think critically across disciplines.
Statewide investments in professional learning and high-quality instruction guides have helped educators recognize knowledge building as an essential component of reading comprehension. As a result, students are engaging in richer discussions, recalling meaningful content, and sharing what they have learned with their families.
The state’s broader strategy has also included developing curriculum guidance, creating resource evaluation tools, and involving teachers in curriculum selection. Early results are promising: districts with higher rates of science of reading training are seeing improvements in reading proficiency. Ultimately, Micki emphasizes that literacy is every educator’s responsibility and that strong reading skills, grounded in knowledge-rich instruction, prepare students not only for academic success but for meaningful opportunities throughout their lives.
This podcast is produced by Knowledge Matters on behalf of the History Matters Campaign. Follow Knowledge Matters on Instagram, Facebook, and Twitter/X. Search #historymatters to join the conversation.
Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.
Resources:
“KDE Unveils New Social Studies Curriculum During Superintendent’s Webcast,” Kentucky Teacher, a publication of the Kentucky Department of Education. July 2026.

Literacy and history go hand-in-glove. And when educators experience the multiplier effect of evidence-based, knowledge-building instruction in these subjects, they are moved to prioritize instructional time for both. In this episode, host Barbara Davidson speaks with a New Jersey educator whose district has experienced this firsthand: Anthony Fitzpatrick, Assistant Superintendent for the Delsea Regional and Elk Township School Districts. 
Anthony argues that history is far more than a standalone subject—it is the foundation for literacy, critical thinking, and informed civic participation. Drawing on his district's experience implementing a knowledge-rich literacy curriculum, he describes how educators saw how much reading comprehension depends on students' background knowledge. The district established a dedicated daily history block where students engage with complex historical texts, primary sources, discussion, and content-rich writing. This "double dose" of literacy and social studies strengthens vocabulary, deepens comprehension, and helps students build lasting knowledge.
Throughout the conversation, Anthony challenges the misconception that children must first learn to read before they can read to learn. Instead, he explains that reading skills and knowledge-building develop together. By studying history through rich narratives and multiple perspectives, students become more engaged readers, ask better questions, and develop the background knowledge needed to tackle increasingly complex texts.
Barbara and Anthony also discuss the importance of high-quality curriculum, teacher preparation, and professional learning in supporting this work. The episode concludes with a call for educators to reject the false choice between literacy instruction and content knowledge, arguing that history provides the meaningful context that builds stronger readers, more thoughtful learners, and engaged citizens capable of participating in a healthy democracy.
This podcast is produced by Knowledge Matters on behalf of the History Matters Campaign. Follow Knowledge Matters on Instagram, Facebook, and Twitter/X. Search #historymatters to join the conversation.
Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.
Resources:
By Anthony Fitzpatrick:
The Evolving Science of Reading: Building a Continuum from Foundations to Fluent Thinking. Inedvation. 2026.
“Finding Time for History: How Building Knowledge in ELA Fueled Our Passion for the Past,” Knowledge Matters. 2025.
Text InSPECtion on the Core: Close Reading Strategies for Unlocking Informational Text. Inedvation. 2015.
Wolf, Maryanne. Reader, Come Home: The Reading Brain in a Digital World. Harper, 2018.

Social studies is an essential component of literacy, because it allows students to build the knowledge and vocabulary they’ll need to comprehend increasingly complex texts. In this episode, host Kyair Butts is joined by guest Melissa Loftus, a former teacher, curriculum developer, and co-host of the Melissa & Lori Love Literacy podcast. She explains why phonics alone is essential but not enough, and that even very young children can “read to learn” through content-rich children’s books and read-alouds of more complex texts. 
“What they know about the world is going to help them comprehend what they read,” Melissa says. “Social studies is learning about the world. It's the exact knowledge, vocabulary that complex texts are going to assume that they know.”
Reading comprehension depends not only on decoding words but also on knowing enough about the world to make sense of what authors assume readers already understand. Effective literacy instruction balances foundational reading skills with opportunities to build knowledge through rich content. Social studies content is especially potent, because it builds vocabulary, knowledge, and familiarity with important information and ideas, and also nurtures students' natural curiosity about the world. Research shows that spending more time on social studies accelerates literacy more than extra time in English language arts. 
Melissa compares the role of content knowledge in reading with being in a familiar environment. Walking through your hometown, you can notice details, ask questions, and pick up on nuances. In a completely unfamiliar place, your brain is working hard just to get from point A to point B. She and Kyair discuss how history, geography, and civics also build confidence, encourage participation, and help create more equitable learning opportunities by giving all students access to shared knowledge. They conclude that history should not be sacrificed due to scheduling pressures, but instead integrated throughout the school day, helping students become stronger readers, informed citizens, and lifelong learners.
This podcast is produced by Knowledge Matters on behalf of the History Matters Campaign. Follow Knowledge Matters on Instagram, Facebook, and Twitter/X. Search #historymatters to join the conversation.
Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.
Resources:
Adam Tyner and Sarah Kabourek. Social Studies Instruction and Reading Comprehension: Evidence from the Early Childhood Longitudinal Study. Washington D.C.: Thomas B. Fordham Institute (September 2020).
Loftus, Melissa, and Lori Sappington. The Literacy 50–A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night. Scholastic Teaching Solutions, 2024.
Melissa & Lori Love Literacy Podcast

Season 2 of the History Matters Podcast begins with a fascinating conversation between a cognitive scientist and middle-school teacher about the powerful connection between social studies, literacy, and learning.
Today’s guest is Dr. Cynthia Nebel, the Director of Learning Services and an Associate Professor of Psychiatry and Behavioral Neuroscience at St. Louis University School of Medicine. She’s also an active collaborator with The Learning Scientists, which is dedicated to bridging research and practice to improve educational and organizational outcomes. The episode is hosted by Kyair Butts, an award-winning Baltimore middle-school teacher, former Goyen Fellow, curriculum coach, and contributor to Knowledge Matters.
Cindy explains that background knowledge is one of the strongest predictors of reading comprehension. She highlights classic studies on baseball and chess, showing that readers with relevant knowledge process information more efficiently because they can organize and connect new ideas rather than treating them as isolated facts.
She argues that reading comprehension is not simply a matter of decoding or general reading ability; it also depends on having the context necessary to make sense of what is being read. History, geography, civics, and other content-rich subjects provide the knowledge and vocabulary students need to understand increasingly complex texts. Kyair reflects on how familiarity with historical events enriches experiences with books, films, and cultural references, illustrating how background knowledge deepens engagement.
The discussion also explores the reciprocal relationship between literacy and content learning. Reading strengthens students’ understanding of academic subjects, while subject-area instruction makes reading more meaningful and accessible. This connection is often overlooked because literacy researchers and social studies educators tend to work in separate fields, despite their shared goals.
Educators have an ethical responsibility to intentionally build students’ background knowledge. By providing all students with rich content and historical context, schools enable them to think critically, participate fully in civic life, and engage confidently with complex texts and ideas.
This podcast is produced by Knowledge Matters on behalf of the History Matters Campaign. Follow Knowledge Matters on Instagram, Facebook, and Twitter/X. Search #historymatters to join the conversation.
Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.
Resources:
The Learning Scientists
Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive psychology, 4(1), 55-81.