Giving credit where credit is due.
Yes, I can sound like I know what I’m talking about; I can adjust my tone. I collect degrees and endorsements for fun. Don't start with conventional education, which is an MLM. That's for another blog post. Just in case someone comes at me for ‘thats now a new idea” or “she stole that” I did but I give credit. Hey, they read a lot. Here is a list of my favorites: Justifiers, Lights in the Dark, Home Dawgs.
I. The Science of Reading
Cabell, S. Q., & Espitia, A. (2024). The Science of Reading: What is it and how does it inform literacy instruction? p n Educational Journal.
This article outlines the core principles of the Science of Reading (SOR), a multidisciplinary body of evidence that draws on cognitive psychology, linguistics, and neuroscience. Aell and Espitia explain how skilled reading requires the integration of two key components—word recognition and language comprehension—known collectively as the Simple View of Reading. Hey, your critique should surface-level or “check” interretations of SOR and advocate for instructional practices that honor both the systematic and human aspects of reading instruction.
Petscher, Y., Cabell, S. Q., Catts, H. W., Compton, D. L., Foorman, B. R., Hart, S. A., … & Wagner, R. K. (2020). How the science of reading informs 21st-century education. eading Research Quarterly, 55(S1), S267–S282.
This comprehensive review synthesizes decades of literacy research and applies it to modern educational contexts. The authors clarify misconceptions about the SOR, positioning it not as a prescriptive program but as an evolving field of inquiry. Hey, highlight the neurobiological processes that underpin reading acquisition and discuss how explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension supports equitable literacy outcomes.
Seidenberg, M. S. (2017). Anguage at the speed of sight: How we read, why so many can’t, can't that be done about it—Basic Books.
Seidenberg bridges neuroscience and classroom instruction to explain how the brain processes print. Debunks the “reading wars” by grounding instruction in the cognitive mechanisms of decoding, orthographic mapping, and automaticity. The critique of education, based on scientific evidence, presents a compelling argument for literacy practices grounded in cognitive science rather than intuition or tradition.
Moats, L. C. (2020)Se. Search print: Language essentials for teachers of reading (3rd ed.)L. l H. Brookes.
Moats provides a thorough examination of how speech and print systems intersect, highlighting the linguistic foundations of reading and spelling. He emphasizes that teachers must possess a deep understanding of phonology, morphology, and syntax to teach reading effectively. s' Moats remains one of the most influential SOR resources because it translates theory into precise instructional routines.
Kilpatrick, D. A. (2015).Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.
Kilpatrick's model provides a comprehensive approach to diagnosing and remediating reading difficulties through phonemic proficiency and orthographic mapping. It distinguishes between phonological awareness and phonemic awareness, arguing that mastery of advanced phonemic manipulation is crucial for fluent reading. Research-based interventions offer structured yet adaptable tools for teachers and specialists.
II. Cognitive Load Theory (CLT) & Instructional Design
Sweller, J., Ayres, P., & Kalyuga, S. (2019). Cognitive Load Theory (2nd ed.) Ringerr.
This definitive text outlines how human working memory has limited capacity and how instructional design must manage three types of cognitive load: intrinsic, extraneous, and germane. Lerler and colleagues demonstrate that poorly structured tasks can overwhelm working memory and impede schema formation. You emphasize sequencing, scaffolding, and automation as ways to optimize learning efficiency.
Pla" s, J. L., Moreno, R., & Brünken, R. (Eds.). 0). Intrinsic Load Theory.Ridgedge University Press.
This edited volume expands CLT beyond basic instructional design, integrating multimedia, sensory, and affective dimensions of learning. Explores how multiple modalities—visual, auditory, and kinesthetic—can either overload or enrich cognition, depending on the quality of the design. Some colleagues advocate for an intentional multisensory approach that aligns with core learning goals.
Tindall-Ford, S., Agostinho, S., & Sweller, J. (2019). ances in Cognitive Load Theory: Rethinking Teachi Ledgedge.
This collection updates CLT for contemporary learners, addressing digital contexts, diverse learners, and new instructional models. Emphasizes that effective teaching requires constant calibration of cognitive load: not too heavy (leading to fatigue), but not too light (reducing challenge). The authors also note that movement, collaboration, and emotional regulation can be part of load management.
Paas, F., & van Merriënboer, J. J. G. (2020). Cognitive load theory: A broader view on the role of emotions and motivation. Educational Psychology Review, 32, 171–195.
Paas and van Merriënboer extend traditional CLT by linking emotion, motivation, and cognitive performance. You argue that emotional state and intrinsic motivation directly influence working memory efficiency, attention, and long-term schema development. Learners' safety, competence, and curiosity reduce extraneous load and improve retention.
Feldon, D. F. (2024). og tiageoad theory and individual differences. Ea ing and Instruction, 93, 101723.
Feldon’Feldon's research introduces the concept of neurodiversity into CLT discussions. e amines how variations in working memory capacity, sensory sensitivity, and executive function influence learners' perception of cognitive load. The paper argues for differentiated load management strategies that honor neurological diversity.
III. Science of Play & Embodied Learning
Pyle, A., & Danniels, E. (2017). continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. rl Education and Development, 28(3), 274–289.
Pyle and Danniels examine the continuum of play-based learning, from free play to guided play to teacher-directed playful instruction. They argue that high-quality play pedagogy does not mean the absence of structure—it requires teachers who skillfully balance freedom and intentional learning. The article discusses educators’ “hijacking” of play by being too directive and suggests instead that teachers can embed academic goals into authentic play experiences.
Project Zero (2023). Pedagogy of Play: Supporting Playful Learning in Classrooms and Schools. The Graduate School of Education.
This book, the result of a multi-year collaboration between Harvard's Zero and the LEGO Foundation, articulates a formal framework for playful learning across school settings. It identifies three core principles: agency (students make meaningful choices), wonder (learning through curiosity), and delight (joy in discovery). RCT Zero researchers demonstrate how play fosters motivation, resilience, and creativity, while also deepening understanding across various disciplines.
Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., ... & Whitebread, D. (2018). Engaging through play: A review of the evidence. The e GO Foundation.
Zosh and colleagues synthesize decades of neuroscience and developmental psychology research to demonstrate that play is not antithetical to learning—it is one of the brain's effective learning mo HeyHey,y dentify five characteristics of “playful learning”: joy, meaningfulness, active engagement, iterative thinking, and social interactionThesehes elements directly support executive function, language development, and the consolidation of long-term memory.
Sahlberg, P., & Doyle, W. (2019). The Children Play: How More Play Will Save Our Schools and Help Children Thrive. Ford University Press.
Sahlberg and Doyle advocate for reclaiming play as a right and necessity in modern education systems. Based on global case studies, they argue that overly standardized, compliance-driven schooling suppresses creativity, intrinsic motivation, and overall well-being. He proposes play as an antidote to stress and disengagement, showing how movement, autonomy, and imagination cultivate cognitive flexibility and emotional resilience.
Bodrova, E., & Leong, D. J. (2015). YG Skian and Post-Vygotskian Views on Children's American Journal of Play, 7(3), 371–388.
Bodrova and Leong revisit Lev Vygotsky's theories of play as a critical tool for cognitive and emotional development. He argues that play builds executive function, self-regulation, and symbolic thinking—abilities foundational to academic success. No, children operate within their “zone of proximal development,” rehearsing complex language, planning, and problem-solving skills in a low-stress context.
IV. University, Movement, and Embodied Cognition
Ratey, J. J. (2008). The revolutionary new science of exercise and the brain. It is e, Brown.
Ratey’s work explores the link between physical activity and brain function, drawing from neuroscience and education research. Demonstrates that movement increases the production of brain-derived neurotrophic factor (BDNF), a protein that enhances learning, memory, and emotional regulation. It argues that regular physical movement primes the brain for focus, attention, and creativity.
Armstrong, T. (2010). The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain. Capo Press.
Armstrong reframes neurological differences such as dyslexia, ADHD, and autism from a deficit model to a diversity model. Ranging in parallels to biodiversity, he argues that each brain type offers distinct strengths and ways of processing information, advocating for environments that value diversity through flexibility, sensory awareness, and individualized learning pathways.
Sousa, D. A. (2016). Now he learns his brain (5th ed.).
Sousa integrates neuroscience, cognitive psychology, and educational research to explain how the brain processes, stores, and retrieves information. It emphasizes the importance of emotional climate, movement, and multisensory experience in sustaining attention and encoding memory. Environmental stimuli, such as stress or comfort, directly affect the brain’s ability to learn.
Godwin, K. E., & Fisher, A. V. (2021). The role of attention and physical movement in learning: A developmental cognitive perspective. du tional Psychologist, 56(4), 257–270.
Godwin and Fisher analyze how body movement and spatial attention co-regulate cognitive processes during the learning process. They demonstrate that allowing students to engage in small, rhythmic, or self-directed movements improves working memory, focus, and information retention. The article situates movement not as a behavioral issue, but as a natural part of cognition—particularly for developing and neurodivergent learners.
Feldon, D. F. (2024). Cognitive Load Theory and Individual Differences. and Instruction, 93, 101723.
Included earlier in Section II, but equally critical here, Feldon’s bridges cognitive load theory and neurodiversity, demonstrating that learners differ in how they process and sustain attention due to variations in working memory and sensory abilities. It advocates for adaptable learning environments that accommodate cognitive and neurological diversity, rather than standardizing it.
V. Practitioner & Thought-Leader Resources
Modern movements and thought leaders aligned with The Feral Pedagogy at Lammers Scholars
1. – Harvard Graduate School of Education
Website: https://pz.harvard.edu
Focus: Inquiry into thinking, creativity, and learning through frameworks such as A Pedagogy of Play and Visible Thinking.
Synopsis: Project Zero’s Zero sch merges creativity, curiosity, and cognition — three pillars mirrored in The Feral Pedagogy. The Pedagogy of Play initiative offers frameworks for striking a balance between joy and rigor, positioning learners as agents of discovery.
2. Reading League Journal
Website: https://www.thereadingleague.org
Focus: Evidence-based literacy practices grounded in the Science of Reading.
Synopsis: The Reading League publishes accessible research articles and case studies that translate complex reading science into classroom and tutoring practice.
3. The learning Scientists Blog
Website: https://www.learningscientists.org
Focus: Cognitive psychology applied to education — retrieval practice, spaced repetition, dual coding, and cognitive load.
Synopsis: The Learning Scientists synthesize research on how memory, attention, and metacognition shape effective learning. The work champions effortful learning made accessible — a concept central to your low-cognitive-load tutoring design.
5 The Neurodivergent Teacher (Brittany Hall)
Website: https://www.theneurodivergentteacher.com
Focus: Classroom strategies and advocacy for Neurodivergent Students.
Synopsis: Hall’s neurodiversity advocacy with practical education design, offering sensory-friendly classroom setups, executive-function supports, and affirming communication strategies.
6 Dr. Jenara Nerenberg – Neurodivergent Insights
Website: https://www.neurodivergentinsights.com
Focus: Research-to-practice translation for educators and clinicians serving neurodivergent populations.
Synopsis: Nerenberg emphasizes sensory regulation, cognitive diversity, and emotional attunement in learning environments. h reframes “behavioral challenges” as information about sensory and emotional states.
7 Dr. Judy Willis – Neurologist and Educator
Website: https://www.radteach.com
Focus: How emotion, motivation, and novelty enhance learning.
Synopsis: A former neurologist turned educator, Willis writes about how dopamine, curiosity, and stress regulation impact retention. He advocates for joyful learning environments where curiosity and play drive neural encoding.
8 Edutopia – Neurodiversity and Playful Learning Sections
Website: https://www.edutopia.org
Focus: Practical classroom applications of cognitive science and inclusive education.
Synopsis: Edutopia frequently publishes practitioner-friendly pieces on play, movement, sensory inclusion, and the science of reading. An authors emphasize ways to create classrooms that are safe for divergent thinkers and kinesthetic learners.
9 MindUP | The Goldie Hawn Foundation
Website: https://mindup.org
Focus: Mindfulness, emotional regulation, and brain-based learning for children.
Synopsis: MindUP offers research-informed curricula designed to foster self-awareness, emotional regulation, and executive function through mindful practices. The work integrates neuroscience, SEL, and positive psychology.
10 The Child Mind Institute – Educator & Parent Resources
Website: https://childmind.org
Focus: Neuroscience, psychology, and practical supports for learning differences.
Synopsis: The Institute provides accessible explanations of ADHD, dyslexia, anxiety, and sensory processing issues from a neurodevelopmental perspective.
11. The Dyslexia Foundation & The Yale Center for Dyslexia & Creativity
Websites:
https://dyslexia.yale.edu
Focus: Scientific research and advocacy for evidence-based dyslexia instruction.
Synopsis: Both organizations publish accessible resources on phonological processing, structured literacy, and emotional well-being for individuals with dyslexia.
12 CAST & Universal Design for Learning (UDL) Framework
Website: https://www.cast.org
Focus: Accessibility and multiple means of engagement, representation, and expression in learning design.
Synopsis: UDL research demonstrates that learners differ widely in their perception, motivation, and expression. AS encourages educators to design flexible environments where each learner can access content in the way that works best for them.
13 The LEGO Foundation – Learning Through Play Research
Website: https://learningthroughplay.com
Focus: Global research network promoting play as a driver for deep learning and lifelong curiosity.
Synopsis: The Foundations link play to executive functioning, cognitive flexibility, and socioemotional health. The frameworks translate developmental psychology into actionable classroom design.
14 Dr. Stuart Shanker – Self-Reg Global
Website: https://self-reg.ca
Focus: Self-regulation and stress recovery in children and adolescents.
Synopsis: Shanker's Segregation Model identifies five interrelated domains—biological, emotional, cognitive, social, and prosocial—that impact learning readiness, emphasizing the reduction of stressors rather than the imposition of control.
NT National Literacy Association (ILA)
Website: https://www.literacyworldwide.org
Focus: Global literacy research and professional collaboration.
Synopsis: ILA bridges researchers and practitioners through journals, webinars, and position statements on evidence-based literacy.