June 14, 2025 • 17 mins
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Today, I want to talk to you about an issue that has had me with a bee in my bonnet for a little while now, and that is the large amount of time that many children spend in independent silent reading during literacy instruction.
Now, my challenge with this is not that it is bad for children to read on their own; in fact, we know that there are positive impacts. Professor Pam Snow from La Trobe University often says that once children become proficient decoders, their independent reading has much to add to their vocabulary and language development. So I'm not here to tell you that reading is bad for kids. Quite the opposite.
But I will suggest that there are more efficient and effective ways that students can spend time during that block of the school day that is allocated as literacy instruction time.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Hello everyone, welcome to the Structured
Literacy Podcast.
Once again, it's me, jocelyn,and I am so pleased to welcome
you.
If you haven't listened to ourpodcast before, have a flip back
through our previous episodes.
We've got goodies there likewhy it's so scary to let go of
benchmark reading assessment andan answer to the question of
(00:23):
should you go rogue if yourviewpoints on reading
instruction differ from yourschool's.
But today, what I want to talkto you about is the issue that
has had me with a bee in mybonnet for a little while now,
and that is the large amount oftime that many children spend in
(00:44):
independent, silent readingduring literacy instruction.
Now, my challenge with this isnot that it is bad for children
to read on their own.
In fact, we know that there arepositive impacts.
Professor Pam Snow from LaTrobe University talks often
about the fact that, oncechildren have become proficient
(01:05):
decoders, that their independentreading has a lot to add to
their vocabulary and languagedevelopment.
So I'm not here to tell youthat it's bad for kids to read
quite the opposite.
But what I am going to suggestis that there are some more
efficient and effective waysthat students can be spending
time during that block of theschool day that is allocated as
(01:30):
literacy instruction time.
So before I share with you fiveevidence-informed things that
you could do instead ofindependent silent reading in
your classroom, I want to sharesome thoughts on this whole
issue of reading from a coupleof different sources.
So independent silent readingusually involves children either
(01:53):
being allocated a text orchoosing a text and everybody
reading silently for a period oftime.
Back when I was in high school,this was called DEAR, drop
Everything and Read.
Now, I really liked it becauseI was a reader.
But if you ask any teacher orstudent how much reading
(02:14):
actually gets done in that time,the answers will vary.
And probably if you're someonewho likes reading, you like that
time and you've got your eyeson the page and you're actively
reading.
But if you don't like readingor if you are a struggling
reader, this time can be torture, because you're just sitting
(02:36):
there and you're doing somethingyou don't like and you don't
want to do, and actually you'reprobably not doing it anyway.
One of the issues withindependent silent reading is
who knows what the child'sactually thinking about or
processing while that'shappening?
Nobody, probably not even thestudent, when we think about the
(02:58):
limited amount of time we havein our school day.
There are so many more thingsthat we can be doing instead of
having students sit and readsilently.
Timothy Shanahan talks aboutthis distinction between
independent reading and assignedreading, and I think he has a
good point to make.
Independent reading involveschoice not just choice of text,
(03:23):
but choice about if you actuallyread or not.
We need to have a little thinkabout what the purpose of
reading is, and there are timeswhen we are going to assign a
text and students need to readit, and that's about instruction
.
But if we're truly wantingchildren to foster a love of
reading, aside from actuallyteaching them how to do it, how
about we let them choose whenthey read and what they read?
And I'm not talking about inthe classroom foster a love of
(03:43):
reading, aside from actuallyteaching them how to do it, how
about we let them choose whenthey read and what they read?
And I'm not talking about inthe classroom, I'm talking about
at home.
It's difficult to know whatstrategies or activities are
actually going to get us bangfor our buck sometimes.
Back to Timothy Shanahan.
There's an article on readingrockets called how effective is
(04:06):
independent reading in teachingreading, and the point that he
makes is sure there are somevery small impacts on learning
through independent silentreading and he cites an effect
size of 0.14 and 0.05.
That's not particularly high.
(04:27):
However, he also talks aboutinterventions in which kids are
taught skills like phonics orfluency or reading comprehension
strategies so working toactually think about a
meaningful text that's connectedto something, not the
strategies ad nauseum.
And the average effect sizetends to be in the point fours,
(04:48):
which is three to eight timeshigher than the impact of
mandated self-selected reading.
So if we're thinking about howdo we most effectively use our
time, then I think we can agree.
Those effect sizes show thatthe very small gain from
(05:08):
independent silent reading isnot really worth the time.
I recently heard about a yearfour classroom where students
were reading for up to 40minutes on their own every day.
To me, this is a colossal wasteof time.
I've also heard about secondaryclassrooms where students were
(05:32):
reading 20 minutes every day.
Now, time is of the essence andit is precious, so let's have a
think about some things we canbe doing that actually lead to
greater outcomes for students.
There may be a few peoplethinking but Jocelyn, shouldn't
children just spend time withbooks because they enjoy it 100%
.
Yes, so a student may lovesharks.
(05:54):
They go to the class libraryand they get out a non-fiction
book about sharks and they lookat the pictures and they spend
time with books and I think thatthat's a great thing to do.
That's a very differentproposition from thinking that
that is going to impact theirreading outcomes, and that's my
point here.
If we are talking about theliteracy block, if we are
talking about that time in theday that is meant to be
(06:17):
dedicated to improving studentoutcomes, let's think of some
other things we could be doing.
The first thing I'm going tosuggest to you is knowledge
building.
We know that vocabulary andbackground knowledge are
incredibly important.
So, rather than having studentsread independently during the
literacy block, why don't weengage them in some repeated
(06:40):
reading of a non-fiction textthat links to some area of
learning?
It could be a backgroundknowledge text for a text-based
unit you're teaching ResourceRoom members.
You have access to heaps ofthese in that fluency section.
It could be a non-fiction textrelated to the science unit
you're teaching or to the HASSor some other area of the
(07:04):
curriculum that you needchildren to build knowledge
about, or some other area of thecurriculum that you need
children to build knowledge.
About 20 minutes of knowledgebuilding every day, coupled with
repeated reading, I think is anexcellent use of time.
And when it comes to repeatedreading, well, the visible
learning analysis tells us thatthe effect size for that is 0.84
(07:24):
.
Now let's come back to thosefirst numbers about independent
reading of 0.14 and 0.05.
That is a world away from 0.84.
There were 72 studies all upthat were examined and they
showed that repeated reading,where you have the same text
(07:44):
that's challenging, that's reada number of times by students,
was great.
But I'm not talking about themreading it silently.
I'm talking about the studentsreading it with a partner.
Partner work is fantastic whenwe teach children to be each
other's champion and coach andwe provide feedback.
That is the thing, because, asDoug Lamov, colleen Driggs and
(08:07):
Erica Woolway remind us, inReading Reconsidered, what often
happens with our strugglingreaders is that they make
mistakes all over the place whenreading on their own.
They decode incorrectly, theyguess words that are wrong.
Therefore they're not actuallymaking any meaning, they're just
making their way through thosewords and there's no attention
(08:29):
paid, simply because they don'thave the foundational skills to
be strong in that.
But reading with a partner canbe really, really useful.
So that's the first thing I'mgoing to suggest knowledge
building with text.
You can absolutely watch aYouTube clip about a science
concept and I think thatsometimes the visuals of those
clips are really useful, but youcan also supplement that with
(08:54):
actual text.
We need children activelyreading for more minutes a day
and building knowledge whilethey do.
It is a great idea If you'vegot a spare 20 minutes in your
literacy block and I hear youlaughing because I know you
don't have any spare time butyou could take that 20 minutes
that might be spent onindependent silent reading and
engage in some morphology-basedspelling instruction.
(09:17):
Morphology instruction isfantastic for vocabulary
building and therefore supportscomprehension.
Spelling Success in Action isabout to come out at the time of
recording.
The first book will beavailable for pre-order on the
14th of April.
That's book number one.
Spelling Success in Action 2and Spelling Success in Action 3
(09:38):
is aimed at years three to sixand it contains, for every
single morpheme we share withyou a 100 to 150 word reading
passage that contains the targetmorpheme.
So here's another opportunityto build some partner reading
for knowledge building into yourday.
So, rather than thatindependent silent reading.
(10:00):
Have students read thatmorphology-based passage with a
partner Activity?
Number three that you could bedoing instead of 20 minutes of
silent reading is someteacher-led syntax instruction.
So this can look like sentenceexpansion, as is outlined in
(10:20):
Bruce Sadler's's fantastic bookteacher's guide to effective
sentence writing.
The entire book is aboutsentence combining.
You could do some sentencecombining.
You could use some of thelesson outlines from the writing
revolution.
If you're a resource, rememberwe have sentence level
activities that will becontinuing to build across this
whole year.
(10:41):
Teaching about syntax andcombining that with examination
of the parts of speech is areally fantastic way to help
children build comprehension.
Whenever we teach about thesenuts and bolts of language,
we're building comprehension forstudents.
The fourth thing that you coulddo instead of independent silent
(11:02):
reading is adding in anadditional daily review.
Daily review is fantastic.
We know that spaced practiceand interleaving help children
embed knowledge and skills intotheir long-term memory.
But please don't go makingPowerPoints for everything.
They can be handy, but theyalso triple your workload.
So a super simple way to dothis review can be to take
(11:28):
whatever you're learning acrossthe curriculum and place it on
bits of paper.
So in history there might besome facts that you need the
students to be learning, and soyou write questions based on
that on bits of paper, you foldthem up and you pop them in a
box.
You continue to build on thatand pop more bits of paper into
the box with more knowledge, andthen, each opportunity for this
(11:51):
, review this big box ofquestions or big bowl of
questions.
You just draw out, lucky Dipstyle, four or five bits of
paper and have students thinkabout the questions.
You could have those questionsand draw them out and then have
students review a readingpassage that connected to that
content that you'd readpreviously.
(12:12):
So now students are reading fora purpose.
They're looking for theinformation that's stated to
answer that question.
This mirrors what they're goingto need to do as they get older
in academic circumstances,particularly in assessment.
So you can absolutely have verylow prep, low tech review in
(12:34):
your classroom without too muchtrouble at all.
Now that big box of questions,big bowl of questions, comes
from the book Powerful Teaching.
It's got a nice bright yellowcover.
You'll be able to find that onthe internet.
The last thing I want to suggestto you that you could be doing,
instead of 20 minutes ofindependent silent reading every
day is to write about learning.
(12:55):
We are not able to say thatchildren know something until
they can talk about it.
So being able to select theright answer in a multiple
choice question is one level ofknowledge, I suppose.
But learning is about makingchanges to long-term memory.
Part of it is helping childrenbuild declarative knowledge that
(13:18):
they can speak intelligentlyand in an informed way about a
topic.
That's what we need them to beable to do if they're going to
respond in English and maths andscience and HASS to the
learning that we hope that we'vehelped them to build.
So for 20 minutes you could saywe have been learning about XYZ
(13:41):
in science, so I want you towrite about everything you know
about this topic.
That's another activity that'smentioned in Powerful Teaching
and the retrieval involved inthat.
Then giving some feedback is anabsolutely wonderful way to
review.
It also helps you pinpointwhere difficulties in writing
(14:05):
may be occurring.
It'll help show you whatvocabulary students have picked
up, help you identify whichsentence structures they're
struggling with so that you cantarget instruction.
It is an absolutely effectivething to do and you can do this
right from the start of school.
Students who are not yetwriting, can draw a picture and
talk with their partner, andthen you can call on
(14:27):
non-volunteers to share pointsof information and therefore you
are all working together toreview.
So that's the B that I've hadin my bonnet recently about the
large amounts of time thatchildren are spending
independently, silently readingduring the literacy block.
We do not have a minute to waste.
We know how hard it is to fiteverything in, and when we spend
(14:52):
time on things that are notgiving us bang for our buck,
that are not building efficiency, that are not building
effectiveness in our students'learning, that is a real problem
.
I'll just run through thosefive ideas with you one more
time.
Number one engage in someknowledge building reading with
repeated reading.
Number two do some morphologybased spelling instruction and
(15:16):
potentially have students read apassage that contains the
target morphine that you'relearning.
Number three teacher-led syntaxinstruction Fantastic way to
build comprehension.
Number four have additionaldaily review using big box of
questions, big bowl of questions, and the last one was write
(15:37):
about learning.
You can display a picture ofwork that you've done in the
class and have the studentswrite about it.
It's a great way for them topractice getting their ideas on
paper, but also to engage inretrieval to consolidate
knowledge.
Have a fantastic week everyone.
I'll see you next time.
Hello everyone, welcome to the Structured
Literacy Podcast.
Once again, it's me, jocelyn,and I am so pleased to welcome
you.
If you haven't listened to ourpodcast before, have a flip back
through our previous episodes.
We've got goodies there likewhy it's so scary to let go of
benchmark reading assessment andan answer to the question of
(00:23):
should you go rogue if yourviewpoints on reading
instruction differ from yourschool's.
But today, what I want to talkto you about is the issue that
has had me with a bee in mybonnet for a little while now,
and that is the large amount oftime that many children spend in
(00:44):
independent, silent readingduring literacy instruction.
Now, my challenge with this isnot that it is bad for children
to read on their own.
In fact, we know that there arepositive impacts.
Professor Pam Snow from LaTrobe University talks often
about the fact that, oncechildren have become proficient
(01:05):
decoders, that their independentreading has a lot to add to
their vocabulary and languagedevelopment.
So I'm not here to tell youthat it's bad for kids to read
quite the opposite.
But what I am going to suggestis that there are some more
efficient and effective waysthat students can be spending
time during that block of theschool day that is allocated as
(01:30):
literacy instruction time.
So before I share with you fiveevidence-informed things that
you could do instead ofindependent silent reading in
your classroom, I want to sharesome thoughts on this whole
issue of reading from a coupleof different sources.
So independent silent readingusually involves children either
(01:53):
being allocated a text orchoosing a text and everybody
reading silently for a period oftime.
Back when I was in high school,this was called DEAR, drop
Everything and Read.
Now, I really liked it becauseI was a reader.
But if you ask any teacher orstudent how much reading
(02:14):
actually gets done in that time,the answers will vary.
And probably if you're someonewho likes reading, you like that
time and you've got your eyeson the page and you're actively
reading.
But if you don't like readingor if you are a struggling
reader, this time can be torture, because you're just sitting
(02:36):
there and you're doing somethingyou don't like and you don't
want to do, and actually you'reprobably not doing it anyway.
One of the issues withindependent silent reading is
who knows what the child'sactually thinking about or
processing while that'shappening?
Nobody, probably not even thestudent, when we think about the
(02:58):
limited amount of time we havein our school day.
There are so many more thingsthat we can be doing instead of
having students sit and readsilently.
Timothy Shanahan talks aboutthis distinction between
independent reading and assignedreading, and I think he has a
good point to make.
Independent reading involveschoice not just choice of text,
(03:23):
but choice about if you actuallyread or not.
We need to have a little thinkabout what the purpose of
reading is, and there are timeswhen we are going to assign a
text and students need to readit, and that's about instruction
.
But if we're truly wantingchildren to foster a love of
reading, aside from actuallyteaching them how to do it, how
about we let them choose whenthey read and what they read?
And I'm not talking about inthe classroom foster a love of
(03:43):
reading, aside from actuallyteaching them how to do it, how
about we let them choose whenthey read and what they read?
And I'm not talking about inthe classroom, I'm talking about
at home.
It's difficult to know whatstrategies or activities are
actually going to get us bangfor our buck sometimes.
Back to Timothy Shanahan.
There's an article on readingrockets called how effective is
(04:06):
independent reading in teachingreading, and the point that he
makes is sure there are somevery small impacts on learning
through independent silentreading and he cites an effect
size of 0.14 and 0.05.
That's not particularly high.
(04:27):
However, he also talks aboutinterventions in which kids are
taught skills like phonics orfluency or reading comprehension
strategies so working toactually think about a
meaningful text that's connectedto something, not the
strategies ad nauseum.
And the average effect sizetends to be in the point fours,
(04:48):
which is three to eight timeshigher than the impact of
mandated self-selected reading.
So if we're thinking about howdo we most effectively use our
time, then I think we can agree.
Those effect sizes show thatthe very small gain from
(05:08):
independent silent reading isnot really worth the time.
I recently heard about a yearfour classroom where students
were reading for up to 40minutes on their own every day.
To me, this is a colossal wasteof time.
I've also heard about secondaryclassrooms where students were
(05:32):
reading 20 minutes every day.
Now, time is of the essence andit is precious, so let's have a
think about some things we canbe doing that actually lead to
greater outcomes for students.
There may be a few peoplethinking but Jocelyn, shouldn't
children just spend time withbooks because they enjoy it 100%
.
Yes, so a student may lovesharks.
(05:54):
They go to the class libraryand they get out a non-fiction
book about sharks and they lookat the pictures and they spend
time with books and I think thatthat's a great thing to do.
That's a very differentproposition from thinking that
that is going to impact theirreading outcomes, and that's my
point here.
If we are talking about theliteracy block, if we are
talking about that time in theday that is meant to be
(06:17):
dedicated to improving studentoutcomes, let's think of some
other things we could be doing.
The first thing I'm going tosuggest to you is knowledge
building.
We know that vocabulary andbackground knowledge are
incredibly important.
So, rather than having studentsread independently during the
literacy block, why don't weengage them in some repeated
(06:40):
reading of a non-fiction textthat links to some area of
learning?
It could be a backgroundknowledge text for a text-based
unit you're teaching ResourceRoom members.
You have access to heaps ofthese in that fluency section.
It could be a non-fiction textrelated to the science unit
you're teaching or to the HASSor some other area of the
(07:04):
curriculum that you needchildren to build knowledge
about, or some other area of thecurriculum that you need
children to build knowledge.
About 20 minutes of knowledgebuilding every day, coupled with
repeated reading, I think is anexcellent use of time.
And when it comes to repeatedreading, well, the visible
learning analysis tells us thatthe effect size for that is 0.84
(07:24):
.
Now let's come back to thosefirst numbers about independent
reading of 0.14 and 0.05.
That is a world away from 0.84.
There were 72 studies all upthat were examined and they
showed that repeated reading,where you have the same text
(07:44):
that's challenging, that's reada number of times by students,
was great.
But I'm not talking about themreading it silently.
I'm talking about the studentsreading it with a partner.
Partner work is fantastic whenwe teach children to be each
other's champion and coach andwe provide feedback.
That is the thing, because, asDoug Lamov, colleen Driggs and
(08:07):
Erica Woolway remind us, inReading Reconsidered, what often
happens with our strugglingreaders is that they make
mistakes all over the place whenreading on their own.
They decode incorrectly, theyguess words that are wrong.
Therefore they're not actuallymaking any meaning, they're just
making their way through thosewords and there's no attention
(08:29):
paid, simply because they don'thave the foundational skills to
be strong in that.
But reading with a partner canbe really, really useful.
So that's the first thing I'mgoing to suggest knowledge
building with text.
You can absolutely watch aYouTube clip about a science
concept and I think thatsometimes the visuals of those
clips are really useful, but youcan also supplement that with
(08:54):
actual text.
We need children activelyreading for more minutes a day
and building knowledge whilethey do.
It is a great idea If you'vegot a spare 20 minutes in your
literacy block and I hear youlaughing because I know you
don't have any spare time butyou could take that 20 minutes
that might be spent onindependent silent reading and
engage in some morphology-basedspelling instruction.
(09:17):
Morphology instruction isfantastic for vocabulary
building and therefore supportscomprehension.
Spelling Success in Action isabout to come out at the time of
recording.
The first book will beavailable for pre-order on the
14th of April.
That's book number one.
Spelling Success in Action 2and Spelling Success in Action 3
(09:38):
is aimed at years three to sixand it contains, for every
single morpheme we share withyou a 100 to 150 word reading
passage that contains the targetmorpheme.
So here's another opportunityto build some partner reading
for knowledge building into yourday.
So, rather than thatindependent silent reading.
(10:00):
Have students read thatmorphology-based passage with a
partner Activity?
Number three that you could bedoing instead of 20 minutes of
silent reading is someteacher-led syntax instruction.
So this can look like sentenceexpansion, as is outlined in
(10:20):
Bruce Sadler's's fantastic bookteacher's guide to effective
sentence writing.
The entire book is aboutsentence combining.
You could do some sentencecombining.
You could use some of thelesson outlines from the writing
revolution.
If you're a resource, rememberwe have sentence level
activities that will becontinuing to build across this
whole year.
(10:41):
Teaching about syntax andcombining that with examination
of the parts of speech is areally fantastic way to help
children build comprehension.
Whenever we teach about thesenuts and bolts of language,
we're building comprehension forstudents.
The fourth thing that you coulddo instead of independent silent
(11:02):
reading is adding in anadditional daily review.
Daily review is fantastic.
We know that spaced practiceand interleaving help children
embed knowledge and skills intotheir long-term memory.
But please don't go makingPowerPoints for everything.
They can be handy, but theyalso triple your workload.
So a super simple way to dothis review can be to take
(11:28):
whatever you're learning acrossthe curriculum and place it on
bits of paper.
So in history there might besome facts that you need the
students to be learning, and soyou write questions based on
that on bits of paper, you foldthem up and you pop them in a
box.
You continue to build on thatand pop more bits of paper into
the box with more knowledge, andthen, each opportunity for this
(11:51):
, review this big box ofquestions or big bowl of
questions.
You just draw out, lucky Dipstyle, four or five bits of
paper and have students thinkabout the questions.
You could have those questionsand draw them out and then have
students review a readingpassage that connected to that
content that you'd readpreviously.
(12:12):
So now students are reading fora purpose.
They're looking for theinformation that's stated to
answer that question.
This mirrors what they're goingto need to do as they get older
in academic circumstances,particularly in assessment.
So you can absolutely have verylow prep, low tech review in
(12:34):
your classroom without too muchtrouble at all.
Now that big box of questions,big bowl of questions, comes
from the book Powerful Teaching.
It's got a nice bright yellowcover.
You'll be able to find that onthe internet.
The last thing I want to suggestto you that you could be doing,
instead of 20 minutes ofindependent silent reading every
day is to write about learning.
(12:55):
We are not able to say thatchildren know something until
they can talk about it.
So being able to select theright answer in a multiple
choice question is one level ofknowledge, I suppose.
But learning is about makingchanges to long-term memory.
Part of it is helping childrenbuild declarative knowledge that
(13:18):
they can speak intelligentlyand in an informed way about a
topic.
That's what we need them to beable to do if they're going to
respond in English and maths andscience and HASS to the
learning that we hope that we'vehelped them to build.
So for 20 minutes you could saywe have been learning about XYZ
(13:41):
in science, so I want you towrite about everything you know
about this topic.
That's another activity that'smentioned in Powerful Teaching
and the retrieval involved inthat.
Then giving some feedback is anabsolutely wonderful way to
review.
It also helps you pinpointwhere difficulties in writing
(14:05):
may be occurring.
It'll help show you whatvocabulary students have picked
up, help you identify whichsentence structures they're
struggling with so that you cantarget instruction.
It is an absolutely effectivething to do and you can do this
right from the start of school.
Students who are not yetwriting, can draw a picture and
talk with their partner, andthen you can call on
(14:27):
non-volunteers to share pointsof information and therefore you
are all working together toreview.
So that's the B that I've hadin my bonnet recently about the
large amounts of time thatchildren are spending
independently, silently readingduring the literacy block.
We do not have a minute to waste.
We know how hard it is to fiteverything in, and when we spend
(14:52):
time on things that are notgiving us bang for our buck,
that are not building efficiency, that are not building
effectiveness in our students'learning, that is a real problem
.
I'll just run through thosefive ideas with you one more
time.
Number one engage in someknowledge building reading with
repeated reading.
Number two do some morphologybased spelling instruction and
(15:16):
potentially have students read apassage that contains the
target morphine that you'relearning.
Number three teacher-led syntaxinstruction Fantastic way to
build comprehension.
Number four have additionaldaily review using big box of
questions, big bowl of questions, and the last one was write
(15:37):
about learning.
You can display a picture ofwork that you've done in the
class and have the studentswrite about it.
It's a great way for them topractice getting their ideas on
paper, but also to engage inretrieval to consolidate
knowledge.
Have a fantastic week everyone.
I'll see you next time.
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If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Follow now to get the latest episodes of Dateline NBC completely free, or subscribe to Dateline Premium for ad-free listening and exclusive bonus content: DatelinePremium.com
Las Culturistas with Matt Rogers and Bowen Yang
Ding dong! Join your culture consultants, Matt Rogers and Bowen Yang, on an unforgettable journey into the beating heart of CULTURE. Alongside sizzling special guests, they GET INTO the hottest pop-culture moments of the day and the formative cultural experiences that turned them into Culturistas. Produced by the Big Money Players Network and iHeartRadio.