Documentary · APM Reports
by APM Reports
Millions of kids can't read well. Scientists have known for decades how children learn to read, but many schools don’t know about the research. They buy teacher training and books that are rooted in a disproven idea. In Sold a Story, Emily Hanford investigates four authors and a publishing company that have made millions selling this idea.
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I am a teacher who has always been skeptical of “whole language” approaches to reading and writing. I teach high school students who have learned through this method and it is still so challenging for many of them to read. This podcast has helped me understand why they struggle and how I might help them. As a parent, I will be keeping a close eye on my kids’ reading progress when it’s time for kindergarten.
I didn’t know any of this stuff. But, based on the fact that so many kids cannot read properly, I had a hunch something was wrong and just started looking for a podcast that talked about literacy. This one ended up explaining everything. Corporate pseudoscience and overthinking theorists who don’t even remember their First Grade years have gripped American schools when it comes to reading. There’s a lot of magical thinking involved with these anti-phonics theorists. This podcast addresses all the angles involved. This podcast isn’t ideological for the sake of an ideology. The conclusions made are based on massive evidence.
As a children’s librarian, I’m a little embarrassed it took two years for this podcast to get on my radar. About a year and a half/two years ago, we had a huge uptick of parents asking for “decodable books” for their early readers. This wasn’t a term we were familiar with but we do have a big collection of phonics books so a quick google helped us connect these parents with the right resources. This podcast has blown my mind. I cannot believe this was allowed to go on for so long and so many children suffered from it. I live in suburban IL and while my children’s school does teach phonics, they are still using the F&P leveled reading system. It’s made me that much more determined to build up my daughter’s phonics knowledge before we send her to Kindergarten—just to make sure she’s getting what she needs. I’m very grateful for this podcast as it gave me a lot to think about personally and professionally.
I didn’t know about any of this prior to listening to this podcast and I was blown away. I was also able to connect with many teachers in my life by mentioning this podcast and what it covers; it was really nice to be able to talk to them about something they know a lot more about and for them to feel more validated and understood. I really appreciate all the work that went into this podcast, and I really appreciated being able to learn more about this. Btw I listened to this all in one day; couldn’t stop!
Very biased, only telling about one side of reading instruction. Does not consider the fact that children learn to read in many different ways so teachers must use many different techniques to meet all those needs. This person is selling only ONE method. No balance at all. Proceed with caution.
While some of Hanford’s points are valid, it feels that as this podcast’s reach has grown, “Science of Reading” has become yet another in the easy panaceas in education. The work of Hanford and others talks about a scientific approach, but fails to acknowledge the great difficulty of applying science to learning in a way that provides good data and outcomes that aren’t impacted by tons of other variables. It also tends to paint reading education as a broad brush where teachers are ignorant of phonics and its importance, and completely abandoned it, which isn’t the case. As Hanford’s celebrity has grown, she’s been amplified by some of the worst political forces in education who embrace any narrative that attacks public education and public educators without ever taking a deeper look at all the factors that play into whether kids learn. There is good information here, but realize that what sounds good in theory also has to be put into practice and analyzed and there is far too little of that type of work in education right now. You can’t extrapolate that what works on an MRI is necessarily true in day to day classroom teaching.
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