Voyager Sopris Learning EDVIEW360 Podcast Series

Working as a speech-language pathologist showed Dr. Tiffany Hogan that for many children, the struggle to read actually begins with speech and language development. She shares her journey from the clinic to earning a Ph.D. to bridge this gap and explains why creating equitable, neurodiverse-friendly support is the key to removing the shame often felt by struggling readers.

Growing up with a younger brother who had autism shaped everything about how Dr. Ann Kaiser understood language, connection, and learning. She shares how loving someone without words led her to a career in early language intervention and why talking to every child matters more than we think.

Dr. Tim Odegard shares his powerful personal story about loving school, struggling to read, and being misunderstood. From an eager child labeled “unexceptional” to a neuroscientist and researcher dedicated to improving literacy systems and policy, his experience fueled his passion and purpose—to build better systems so students like him are seen, supported, and given the chance to thrive.

Dr. Antonio Fierro shares what it was like growing up in El Paso, TX, immersed in Spanish and navigating school in a new language. What began as a moment of fear and disorientation became transformative thanks to three elementary teachers who recognized and honored his home language instead of seeing it as a barrier and ignited a love of language through curiosity, respect, and passion. His story ultimately highlights how valuing students’ linguistic and cultural backgrounds can empower them. It’s a moving reminder that language is everything and educators often make all the difference.

Math education expert Dr. John Woodward talks about the motivation behind TransMath^® starting from sitting in classrooms and observing students to creating a small-group, intensive intervention. He talks about the early days of standards‑based math education and how thoughtful instructional shifts helped students with learning difficulties find their voice in math class. Through small‑group problem-solving, intentional scaffolding, and a focus on communication, students who were once invisible built confidence, engagement, and success in mathematics—lessons that continue to shape effective math teaching today.