本集简介
双语字幕
仅展示文本字幕，不包含中文音频；想边听边看，请使用 Bayt 播客 App。
这是我的大麦克风。
This is my big microphone.
好的。
Okay.
好吧。
Alright.
那么你能告诉我你究竟是谁吗？
So will you just tell me who who you are?
我的名字是丹尼尔·帕特里克·迈克尔·科科兰。
My name is Daniel Patrick Michael Corcoran.
我是爱尔兰人。
I am Irish.
丹·科科兰在密歇根州一个庞大的爱尔兰天主教家庭中长大。
Dan Corcoran grew up in a big Irish Catholic family in Michigan.
一共有12个孩子。
There were 12 kids.
他是第11个孩子，在学校表现很吃力。
He was number 11, and he struggled in school.
我没通过二年级，因为一年级留级了。
Didn't make it through the second grade because they held me back in the first grade.
我最终通过了二年级，升到三年级，但情况还是一样，问题一直跟着我。
I finally made it through the second grade, went to the third grade, same thing, everything just kept following me.
他没有学会阅读。
He wasn't learning how to read.
他不会拼写。
He couldn't spell.
他会想尽一切办法避免阅读和写作。
He would do everything he could to avoid reading and writing.
找借口，惹架打架。
Make up excuses, get in fights.
别人笑我的时候，我会转过身盯着他们，说：别这样，不然我揍你。
People would laugh at me while I'd turn around and look at them like, don't do that, or I'll kick your behind.
丹从未很好地学会阅读。
Dan never learned to read very well.
但他还是被顺利升级，高中毕业，去了通用汽车工厂工作，后来因为打架被解雇了。
But he got passed along, graduated from high school, took a job at the GM plant, was let go after he got in a fight.
于是我加入了海军，在越南当了新兵和陆地支援人员，也就是说我没有在船上，而是担任海军支援工作，为牧师们服务。
So I joined the Navy, and I was boots and country in Vietnam, which means I was actually not on a ship, but I was naval support, and I worked for the chaplains.
坎菲尔德牧师。
Chaplain Canfield.
他一眼就看出我阅读能力很差，也不会拼写。
He knew right off the bat I couldn't read very good and I couldn't spell.
于是他让另一位牧师的助手帮我处理所有这些事情。
So what he did is he had one of the other chaplains' assistants do all that stuff.
丹会帮牧师们安排吉普车和直升机。
Dan did things like help arrange jeeps and helicopters for the chaplains.
我把它们送到需要的地方。
I got them where they needed to be.
我为他们的仪式准备各种所需物品，比如十字架。
I had whatever they needed for their services, like the cross.
我不记得擦过多少次那个十字架了。
Polished that cross I don't know how many times.
我还得安排时间，陪他们去探望病人和垂死的人。
And I had to set up times where we'd go in and visit the sick and the dying.
所以你相当于为牧师们提供后勤支持，对吧？
So you were like logistical support for the chaplains, kind of?
是的。
Oh yes.
没错，我就是。
Yes I was.
有些时刻真的非常感人。
There were some really touching moments.
春节攻势发生在1968年，那晚我们在西贡遭到了猛烈袭击。
The Tet Offensive was '68 and we got hit really bad that night in Saigon.
当时发生了好多事情。
There was a lot of stuff going on.
我记得钱普曼·坎菲尔德说：‘系好装备，我们要去一些不同的前哨站。’
And I remember Chapman Canfield says, strap up because we're going to some of these different outposts.
于是我们去了，在那里待了三四天，去看望病人，为他们祈祷，做各种事情。
So we did, and we were out there for what, three or four days and went and helped the sick and prayed with the sick and all that stuff.
我只是跟着跑跑腿。
I was just kind of a tail along.
但他后来开始让我去跟那些人说话，只是倾听他们。
But he got to the point where he was making me talk to these guys and just listen to them.
我是个不错的倾听者。
And I was a pretty good listener.
我记得有一个士兵，我们进入坎菲尔德时，他说：‘你去跟他聊聊吧，他脸上和头上都裹着绷带，只有一只眼睛露在外面，身上插满了输液管。’
I remember this one guy that, we came in and chopped in Camphill says, want you to go talk to him while his face and head was all wrapped up and he had one eye he was looking out of and he had IVs all over him.
他注意到我来了，就伸出手来要我握住他的手。
And he noticed I was there and he stuck his hand out for me to hold on to his hand.
我就这么做了。
Which I did.
这时一位护士走过，我问她：‘你为什么不照顾他？’
And there was a nurse walking by and I asked her, says, Why aren't you taking care of him?
她只是摇了摇头。
She just shook her head.
这到底算怎么回事？
What the hell is that all about?
然后我终于意识到，这个家伙根本没有活下来的希望。
And then I finally realized this guy hasn't got a fighting chance.
但在他去世前，他希望我给他妈妈写一封信。
But before he died, he wanted me to write his mom a letter.
我随手拿起他床边的一张纸或便签本，就开始写起来。
Grabbed a piece of paper or a tablet that was next to his bed, and I just started writing.
但我写得直来直去。
But I was straight line.
我不知道该写些什么。
I didn't know what the hell to write.
我不会拼写。
I couldn't spell.
他告诉我他想让我写进信里的话。
And he was telling me what he wanted me to write his mind.
你知道，他去世了。
You know, he died.
我拿起那张纸，揉成一团放进了口袋。
And I took the piece of paper, and I just crumpled it up and put it in my pocket.
我想不起那人的名字了。
I can't remember the guy's name.
我知道他是海军陆战队员。
I knew he was a Marine.
那件事让我困扰了很久，很长时间。
And that just that messed me up for a while, for quite a while.
丹·科科伦那年晚些时候从越南回家了。
Dan Corcoran came home from Vietnam later that year.
他退了役，做过一系列零工，比如上货、卖墓地。
He got out of the Navy, worked a series of odd jobs, stocking shelves, selling cemetery lots.
他为很多建筑公司工作过，你知道的，就是铲子、锯子、锤子之类的东西。
Worked for a lot of construction companies because, you know, it was a shovel, it was a saw, it was a hammer, stuff like that.
这些都是我知道自己能上手的活。
Stuff I knew I could catch on to.
这些活不需要看太多文字，尽管我还能大致看懂施工图。
Stuff I didn't have to read too much, even though I could read a blueprint fairly decent.
我妻子，愿上帝保佑她，总是在电话旁，因为我可以打电话给她，说：‘黛安，我不知道这个词怎么拼，我也不懂这个。’
My wife, God love her, she was always there by the phone because I could call her and say, Diane, I don't know how to spell this damn word and I can't understand this.
我会把词拼给她听，或者告诉她这个词的意思，然后她就会告诉我。
And I'd spell it out to her or tell her what the word was and she'd tell me.
总是有
There was always
那种挣扎。
that struggle.
总是这样，天啊，我什么时候才能学会？
Always that, God, will I ever learn?
你知道的。
You know?
并不是丹完全不会阅读。
It's not that Dan couldn't read at all.
他认识一些单词。
He knew some words.
是的。
Yeah.
比如和、的、好吧、男孩和女孩。
Like and and the and okay and boy and girl.
短词，常见词，他一遍又一遍看到的词。
Short words, common words, words that he saw over and over again.
最终，其中一些词会在他脑海中留下印记。
Eventually, some of those words would stick in his brain.
但外面有那么多词。
But there's so many words out there.
这就是他的问题。
That was his problem.
外面有那么多词，而大多数书面词汇对他来说都是谜。
There are so many words out there, and most written words were mysteries to him.
他根本不知道该如何处理它们，如何解开它们所表达的意思。
He didn't really know what to do with them, how to unlock what they said.
这是《售出的故事》第二集，一档来自APM报道的播客。
This is episode two of sold a story, a podcast from APM reports.
我是艾米莉·汉福德。
I'm Emily Hanford.
当丹·科科伦还是个20世纪50年代的小男孩时，没有人真正理解人们是如何阅读的，或者小孩子是如何学会阅读的。
When Dan Corcoran was a little boy in the nineteen fifties, no one really understood how people read or how little kids learn to do it.
当时有一些理论，但没有人能确定。
There were theories, but no one really knew for sure.
从那以后，已经进行了大量研究，成千上万项研究。
Since then, there's been a huge amount of research, thousands of studies.
曾经的巨大谜团，如今已成为认知科学家、心理学家以及其他研究人类学习方式的研究者的常识。
And what was once a big mystery is now common knowledge among cognitive scientists and psychologists and other researchers who study how people learn.
但教师们并不了解这些常识。
But it's not common knowledge among teachers.
过去几年里，我一直试图弄清楚为什么。
And for the past few years, I've been trying to figure out why.
我发现，关于阅读存在一种与科学证据相悖的观点。
What I've discovered is there's an idea about reading that runs counter to the scientific evidence.
这种观点在美国教育中根深蒂固。
This idea is deeply entrenched in American education.
教师们在大学里学到的就是这种观点。
Teachers learn about this idea in college.
他们在职培训中也会学到这个观点。
They learn about it in training they get on the job.
这个观点存在于他们的课程材料中。
The idea is in their curriculum materials.
它也出现在他们用来评估学生阅读水平的测试中。
It's in tests they use to figure out a student's reading level.
这个观点无处不在。
This idea is everywhere.
这就是这个观点。
Here's the idea.
初学者不必逐字拼读单词。
Beginning readers don't have to sound out words.
他们可以这么做，但不是必须的，因为还有其他方法可以推断单词的意思。
They can, but they don't have to, because there are other ways to figure out what the words say.
就是这样。
That's it.
这就是这个观点。
That's the idea.
这就是你上一集听到的那些单词阅读策略所依据的理念。
It's the idea that those word reading strategies you heard about in the last episode are based on.
还记得那些吗？
Remember those?
看第一个字母，看图片，想一个有意义的词。
Look at the first letter, look at the picture, think of a word that makes sense.
这些是初学者在不拼读的情况下推断单词意思的方法。
Those are ways for beginning readers to figure out what a word is without sounding it out.
在这一集中，我要告诉你这个观点的来源。
In this episode, I'm gonna tell you where this idea comes from.
我要告诉你它错在哪里。
I'm gonna tell you what's wrong with it.
然后我会告诉你丹·科科伦发生了什么。
And then I'm gonna tell you what happened with Dan Corcoran.
我们的故事始于世界另一端的新西兰，上世纪四十年代。
Our story starts on the other side of the world in New Zealand in the nineteen forties.
一位名叫玛丽·米尔德里德·欧文的年轻女性，当时正在首都惠灵顿的师范学院读二年级，她就出生在这里。
A young woman named Mari Mildred Irwin was in her second year of teacher's college in Wellington, the capital city where she'd been born.
玛丽和她的同学们被布置了一项任务。
Mari and her classmates were given an assignment.
找一个在学习阅读方面有困难的孩子。
Find a child who was having trouble learning how to read.
然后想办法帮助他。
And do something about it.
没有任何指导。
No guidance.
这段话来自一次广播访谈。
This is from a radio interview.
玛丽于2007年去世，因此你将听到的所有她的音频都是多年前录制的。
Mari died in 2007, so all the audio you're gonna hear of her was recorded years ago.
我在市中心的一所学校里找到了一个大约11岁的小男孩，并尽力帮助他。
I found a little boy who was about 11 in one of the center city schools and did what I could for him.
我不记得结果如何了。
And I don't remember what the outcome was.
所以我想，大概没什么特别突出的成效。
So I think it probably wasn't terribly spectacular.
但我记得自己曾和他一起工作，并非常投入地尝试帮他找到有效的学习方法。
But I do remember working with him and being very interested in trying to get something working with this child.
这个小男孩让她开始思考一个将定义她职业生涯的问题：如何帮助阅读困难的孩子？
This little boy got her thinking about a question that would come to define her career: What can be done to help struggling readers?
玛丽·艾尔温后来成为了一名教师，并为新西兰教育部工作。
Mari Irwin went on to be a teacher and then worked for the New Zealand Department of Education.
到20世纪60年代初，她已经结婚了。
By the early 1960s, she had married.
她的名字叫玛丽·克莱，当时正在奥克兰大学攻读博士学位。
Her name was Mari Clay, and she was working on a doctorate at the University of Auckland.
她仍然对那些阅读困难的孩子感兴趣。
She was still interested in kids who were having a hard time reading.
她注意到这些孩子在学校里得不到多少帮助。
She'd noticed they weren't getting much help in school.
她说，我们的学校系统让好的读者变得更好，而差的读者则越来越落后。
She said, we have a school system which allows the good readers to get better and the poor readers to drop further and further behind.
所以这些问题变得根深蒂固。
So the problems were sort of getting really ingrained.
当我开始在新西兰进行这项特殊研究时，我的想法是：能否观察到孩子学习阅读的过程出错的情况？
And my idea when I started my special research here in New Zealand was, could you see the process of learning to read going wrong?
因此，她设计了一项研究，试图了解那些在学习阅读方面有困难的孩子身上究竟发生了什么。
So she designed a study to try to understand what was going on with the kids who were having a hard time learning how to read.
我稍后会向你们介绍这项研究，因为随着时间推移，玛丽·克莱和她的研究将影响全球数百万儿童的阅读教学方式。
I'm gonna tell you about that study in a minute, because in time, Mari Clay and her research would influence the way millions of children around the world are taught.
但首先，让我们了解一下当时阅读教学的背景情况。
But first, a little background on what was going on with reading instruction at the time.
在20世纪60年代之前，在许多英语国家，教授儿童阅读基本上有两种不同的方法。
Before the nineteen sixties, in a lot of English speaking countries, there were basically two different approaches to teaching children to read.
这是帕特。
This is pat.
一种是自然拼读法，初学者被教导如何拼读单词，然后在类似这样的书中练习。
There was the phonics approach where beginning readers were taught how to sound out words and then practice in books like this.
帕特
Pat
是一只猫。
is a cat.
另一种阅读教学方法被称为整体词汇法。
The other approach to teaching reading was known as the whole word method.
过来，迪克。
Come here, Dick.
过来看看普夫。
Come and see Puff.
《迪克和简》系列书籍属于整体词法。
Dick and Jane books were the whole word method.
海普夫玩。
Seapuff play.
海普夫跳。
Seapuff jump.
海普夫又跳又玩。
Seapuff jump and play.
在《迪克和简》书中，目的并不是让孩子们拼读单词。
In a Dick and Jane book, the idea was not for children to sound out the words.
而是让他们反复看到相同的单词并记住它们。
The idea was for them to see the same words over and over again and memorize them.
把单词像图片一样储存在脑海中。
Store words kind of like pictures in their mind.
在新西兰，《迪克和简》被称为《珍妮特和约翰》。
In New Zealand, Dick and Jane were known as Janet and John.
同样的书，同样的关于孩子如何学习阅读的理念。
Same kind of books, same idea about how kids learn to read.
但到了20世纪60年代初，新西兰已经不再使用简妮和约翰的书籍了。
But by the early nineteen sixties, New Zealand had done away with the Janet and John books.
新西兰也放弃了语音教学，因为出现了一种新理念。
New Zealand had gotten rid of phonics instruction too because there was a new idea.
这种新理念认为，初学者不应该专注于学习单词的读法。
The new idea was that beginning readers shouldn't be focusing on learning to read words.
他们应该专注于从阅读内容中获取意义。
They should be focusing on getting meaning from what they were reading.
因此，新西兰政府开始向学校分发一种新型的初级读物。
So the New Zealand government started distributing a new kind of beginning reading book to schools.
这些书被称为小书。
They were known as the little books.
宠物展览。
The pet show.
这是一个男孩在读其中一本小书。
This is a boy reading one of those little books.
这本书叫做《宠物展》。
It's called the pet show.
这是宠物来学校的那一天。
This is the day the pets come to school.
一只小羊来到学校。
A lamb comes to school.
一只猫来到学校。
A cat comes to school.
这些书听起来很像迪克和简，但有一个关键区别。
These books sound a lot like Dick and Jane, but there's a key difference.
这些书的词汇并不局限于 puff 和 play 这样的简单词。
The vocabulary in these books isn't limited to simple words like puff and play.
书中包含了一些拼写复杂的单词。
There are words with difficult spelling patterns.
像lamb、calf和William这样的词。
Words like lamb and calf and William.
玛丽带着小牛来了。
Mary comes with the calf.
佩妮带着猪来了。
Penny comes with the pig.
山羊威廉不会来。
William the goat will not come.
书里有图片，帮助孩子们理解词语。
There are pictures in the books to help kids figure out the words.
但基本理念是，从故事中理解意义比准确读出词语更重要。
But the basic idea is that getting meaning from the story is more important than getting the words right.
如果孩子们专注于理解他们所读的内容，他们就能弄清楚词语的意思。
And that if kids focus on understanding what they're reading, they'll figure out what the words say.
威廉，过来，他们喊道。
Come here, William, they shouted.
这种新的阅读教学方法在新西兰被称为‘书籍体验法’。
This new approach to teaching reading was called the book experience approach in New Zealand.
在美国，它被称为整体语言法。
In The United States, it came to be known as whole language.
不要与整体词法混淆。
Not to be confused with the whole word method.
整体语言法的基本理念是，如果孩子们从完整的故事、完整的句子开始学习，而不是从单个单词开始，那么学习阅读对他们来说会更容易、更有趣。
Whole language was basically the idea that learning to read is easier for kids and more interesting if they start with whole stories, whole sentences, not individual words.
整体语言法本质上认为，如果我们创造一个富含识字环境、高度激励并提供适当材料的环境，孩子们就会自己弄明白阅读是如何运作的。
Whole language essentially said, if we create a literacy rich environment that is highly motivating and provides the right sort of materials, the children will figure out how reading works.
这是马克·塞登伯格。
This is Mark Seidenberg.
他是威斯康星大学的认知神经科学家，研究阅读。
He's a cognitive neuroscientist at the University of Wisconsin who studies reading.
他说，整体语言法的核心信念是，学习阅读就像学习说话一样，通过接触书籍自然发生。
He says the core belief in whole language is that learning to read is like learning to talk, that it happens naturally through exposure to books.
核心理念基本上是通过实践来学习。
The essential idea is basically you learn by doing.
因此，孩子们应该通过实践来学习，而不是被告诉该做什么。
So children are supposed to learn by doing, not be told what to do.
教学指导会尽量减少，因为只要环境支持，孩子们自然会弄明白。
There'll be a minimum of instruction because kids will just figure it out as long as the environment is supportive.
但有些孩子并没有弄明白。
But some kids were not figuring it out.
玛丽·克莱想知道为什么，并希望找到一种方法来帮助那些学习困难的孩子。
Mari Clay wanted to know why, and she wanted to come up with a way to help the children who were struggling.
于是，她开始了我前面提到的研究。
So she began the study I mentioned earlier.
那是1963年，也是新西兰学校开始使用那些小书的同一年。
It was 1963, the same year schools in New Zealand started using those little books.
克莱在奥克兰找到了100名刚入学的一年级儿童，并对他们进行了整整一年的观察。
Clay identified 100 children in Auckland in their first year of school, and she observed them for an entire year.
我走进了教室。
I went into classrooms.
我记录了孩子们所说的和所做的每一句话。
I recorded exactly what children were saying and doing.
这让我获得了新的洞察，从而建立起一种关于儿童如何学习阅读的全新理论。
And this gave me new insights for building almost a new theory of how our children were learning to read.
克莱密切观察了那100个孩子。
Clay observed those 100 kids closely.
她想知道，阅读能力强的孩子在做什么，而阅读能力差的孩子又有什么不同的表现？
She wanted to know what were the good readers doing, and what were the poor readers doing that was different?
她从这项研究以及后续的研究中得出了自己的理论。
She came away from that study and subsequent research with her theory.
她的基本观点是，优秀的读者是优秀的解决问题者。
Her basic idea was that good readers are good problem solvers.
他们就像侦探一样在寻找线索。
They're like detectives searching for clues.
她写道，你会熟悉那个古老的游戏‘二十个问题’。
She wrote, you will be familiar with the old game 20 questions.
阅读就像那个游戏。
Reading is something like that game.
根据克莱的观点，当好的读者遇到不认识的词时，他们会问自己一些好问题，比如：这里会是什么词才合理？
According to Clay's theory, when good readers come to a word they don't know, they ask themselves good questions, like what word would make sense here?
例如，如果故事中的一个女孩正准备骑马，她给马身上戴了某样东西，而这个词以字母s开头，那这个词一定是‘马鞍’。
For example, if a girl in a story is getting ready to ride a horse and she puts something on her horse that starts with an s, the word must be saddle.
克莱还注意到，好的读者有一些事情是不会做的。
Clay also noticed there are things good readers don't do.
他们不会费力地一个字母一个字母地拼读单词。
They don't laboriously sound out words.
他们不会被字母困住。
They don't get stuck on the letters.
她认为好的读者会把字母和单词作为他们线索之一。
She thought good readers use the letters and words as one of their clues.
但她坚信，字母并不是很好的线索，不够可靠，有时甚至有点令人困惑。
But she was convinced that letters are not very good clues, not that reliable, reliable, and sometimes just kind of confusing.
她得出结论，好的读者会以一种附带的方式使用单词中的字母。
She concluded that good readers use the letters in words in an incidental way.
她认为他们只是快速浏览字母，以确认自己理解了所读内容的含义。
She thought they just skim the letters to confirm they're getting the meaning of what they're reading.
当他们试图理解一个单词时，最后才会选择拼读出来。
And their last resort when figuring out a word is to sound it out.
这就是克莱关于优秀读者阅读方式的理论。
This was Clay's theory of how good readers read.
这是她在观察孩子们阅读那些小书时提出的理论。
The theory she came up with while observing children trying to read those little books.
她并不认为那些书本身有问题，也不认为学校教授阅读的方式有问题。
She didn't think there was anything wrong with those books or with the way schools were teaching reading.
但她清楚地意识到，有些孩子需要额外的帮助，她希望找到一种方法来帮助这些孩子。
But it was clear to her that some kids needed extra help, and she wanted to come up with a way to help those kids.
因此，在1976年，她创建了一个项目，教阅读能力差的孩子她认为优秀读者所使用的策略。
So in 1976, she created a program to teach poor readers the strategies that she thought good readers use.
她将这个项目命名为阅读恢复。
She called her program reading recovery.
起初，孩子们会来到奥克兰大学一栋老房子后面的棚屋里。
At first, children would come to a lean to behind an old house at the University of Auckland.
几年内，克莱的阅读恢复项目就遍及新西兰的所有学校。
Within a few years, Clay's reading recovery program was in schools all over New Zealand.
阿布拉，阅读恢复课程是如何开始的？
Abra, how does a reading recovery lesson begin?
这是一段1987年克莱和她一位同事的视频。
This is a video of Clay and one of her colleagues in 1987.
嗯，它从轻松阅读开始。
Well, it begins with easy reading.
嗯。
Mhmm.
我们使用大量小书和小故事书。
And we use a wide range of little books, little storybooks.
Clay和她的同事正坐在一张桌子旁，桌上放着一盒小书。
Clay and her colleague are sitting at a table with a box of little books.
孩子们还没有被教过如何拼读这些书中的单词，但这些书被认为是容易阅读的，因为孩子和老师之前已经一起读过这些书很多次了。
Kids haven't been taught how to sound out the words in these books, but they're considered easy reading because the child and teacher have read these books together many times before.
你能解释一下我们为什么这样做吗
Can you explain why we do
容易阅读？
easy reading?
这有很多好处。
Well, there are lots of advantages in it.
这是玛丽·Clay再次发言。
This is Mari Clay again.
简单的文本为孩子提供了练习所有已学阅读策略的机会，将一些复杂的行为整合起来，我有时称之为协调阅读行为，从一开始就实现流利阅读。
The easy text gives the child a chance to practice all the reading strategies that they've learned so far, to put some of the complicated behaviours together, which I sometimes call orchestrating the reading behaviours, to do fluent reading right from the very beginning.
这里的理念是让孩子们接触到书籍，并教会他们应对那些尚未学过的单词的策略。
The idea here is to get books into children's hands and give them strategies to deal with the words they haven't been taught how to read.
玛丽·克莱的阅读恢复项目仅针对班级中阅读能力最弱的学生，且仅面向小学二年级的孩子，相当于美国的一年级。
Mari Clay's reading recovery program is just for the lowest readers in a class and just for children in their second year of school, the equivalent of first grade in The United States.
每个孩子每天与阅读恢复教师进行一次三十分钟的一对一辅导，持续十二到二十周。
Each child meets with a reading recovery teacher every day for thirty minutes for twelve to twenty weeks.
这是一种密集的一对一辅导，教师也接受密集的培训。
It's intensive one on one tutoring, and there's intensive training for the teachers too.
他们花一年时间阅读克莱的著作并学习她的理论。
They spend a year reading Clay's books and learning her theory.
桑德拉·艾弗森在二十世纪八十年代于新西兰接受了阅读恢复教师的培训。
Sandra Iverson was trained as a reading recovery teacher in New Zealand in the nineteen eighties.
她说，阅读恢复课程的关键部分是孩子大声朗读一本书，而教师则记录下孩子所有的错误。
She says the key part of the reading recovery lesson is when the child reads a book out loud, and the teacher marks down all the errors the child makes.
然后你必须分析这些线索。
And then you had to analyze the cues.
线索。
The cues.
阅读恢复教师应该弄清楚学生是利用哪些线索来识别单词的。
A reading recovery teacher is supposed to figure out what clues a student is using to figure out the words.
克莱称之为线索。
Clay called them cues.
识别单词的一个线索是上下文。
One cue for figuring out a word is the context.
句子的含义能告诉你这个词是什么吗？
Can the meaning of the sentence tell you what the word is?
识别单词的另一个线索是句子的语法或结构。
Another cue for figuring out a word is the syntax or the structure of the sentence.
例如，这里应该用名词还是动词？
For example, does a noun fit here or a verb?
识别单词的第三个线索是视觉信息，也就是单词中的字母。
And a third cue for figuring out a word is the visual information, that is the letters in the word.
这是它在实际中的运作方式。
Here's how it works in practice.
假设一个男孩在读一本书，句子写的是：宝宝在小睡。
Let's say a boy is reading a book and the sentence says, the baby is napping.
但男孩读成了：宝宝在睡觉。
But the boy says, the baby is sleeping.
根据克莱的理论，这个男孩在阅读时关注了语义，却忽略了其他线索，比如字母。
According to Clay's theory, the boy was paying attention to meaning as he was reading, but he was neglecting other cues like the letters.
因此，老师可能会问：这里哪个词是以字母 n 开头并且意思合适？
So the teacher might ask, what's a word that starts with the letter n that would make sense here?
但桑德拉·艾弗森说，阅读恢复教师不应该教孩子拼读单词。
But Sandra Iverson says reading recovery teachers were not supposed to tell kids to sound out the word.
不。
No.
你可以让他们注意第一个字母，这个词就会立刻浮现在脑海中。
You could tell them to look at the first letter, and it'll pop out of your head.
如果你也在看图片的话，看看第一个字母，答案就会跳出来。
If you're looking at the picture as well, you know, look at the first letter, it'll pop out.
玛丽·克莱不相信语音教学。
Mari Clay did not believe in phonics instruction.
在她的一本书中，她把语音教学称为无稽之谈。
In one of her books, she described phonics as nonsense.
桑德拉说，拥有良好口语词汇量的孩子通常可以通过看书中的图片猜出单词。
Sandra says a child with a good oral vocabulary could usually come up with a word by looking at the picture in the book.
然后，阅读恢复教师会让孩子检查这个词，以确保它是正确的。
Then the reading recovery teacher would ask the child to check the word to make sure it was right.
他会问：‘这有道理吗？’
He would say, does that make sense?
然后他会说：‘那么，读起来对吗？’
And then he would say, well, does it sound right?
最后你可能会问：‘这些字母匹配吗？’
And the last thing you might say was, well, would those letters fit?
如果这些问题听起来很熟悉，那是因为你在上一期节目中听过。
If these questions sound familiar, it's because you heard them in the last episode.
这有道理吗？
Does it make sense?
这位老师正在帮助查理和他的同学们拼出‘miss’这个词。
This is the teacher who was helping Charlie and his classmates get the word miss.
听起来对吗？
Does it sound right?
我们三重检查的最后一步，看起来对吗？
How about the last part of our triple check, does it look right?
让我们揭开这个词，看看它是否看起来正确。
Let's uncover the word and see if it looks right.
以这种方式教孩子阅读被称为三线索法。
Teaching kids to read this way has become known as three cueing.
据我所知，玛丽·克莱并没有使用过这个术语。
It's not a term Mari Clay used as far as I know.
但三线索法基于她关于人们如何阅读的理论。
But three cueing is based on her theory of how people read.
大约在同一时期，美国一位有影响力的学者也提出了相同的基本理论。
An influential academic in The United States came up with the same basic theory at about the same time.
线索理论为不教孩子拼读单词提供了理由，因为该理论认为优秀的读者不必掌握这种技能。
The cueing theory provided justification for not teaching children how to sound out words, because the theory was that good readers don't have to know how to do that.
他们有其他方法来推断单词的含义。
They have other ways to figure out what the words say.
这使桑德拉·艾弗森感到信服。
This made sense to Sandra Iverson.
她说，她曾经在教孩子阅读时感到迷茫，直到玛莉·克莱为她指明了方向。
She says she was kind of lost trying to teach kids to read, and then Mari Clay showed her away.
玛莉就是女神。
Mari was the goddess.
你知道吗？
You know?
我完全忠实地遵循了它。
And and I followed it faithfully.
我非常喜欢它。
I loved it.
是的。
Yeah.
玛丽·克莱因成为许多教师心中的英雄，因为她指出我们可以识别出阅读困难的孩子，比如她在大学时辅导过的那个11岁男孩，并帮助他们。
Mari Clay became a hero to lots of teachers because she was saying we can identify kids who are struggling readers, like that 11 year old boy she worked with when she was in college, And we can help them.
我们可以确保他们不会被落下。
We can make sure they don't get left behind.
克莱因说，如果教师接受过良好培训且项目运行得当，阅读恢复计划中的95%的孩子都能达到班级的平均阅读水平。
Clay said that ninety five percent of the children in reading recovery could get up to the average reading level of their class if the teachers were well trained and the program was well run.
她说，那些在一年级阅读恢复中取得成功的儿童将再也不需要任何阅读帮助。
She said children who were successful in reading recovery in first grade would never need reading help again.
这就像一种疫苗接种。
This is like an immunization.
这是你需要尽早介入的东西。
It's, something you bring in early.
或者换种说法，我觉得这就像一份保险。
Or another way I look at it is I call it, it's like an insurance policy.
她的项目引起了全球的关注，包括美国俄亥俄州立大学的三位教授。
Her program caught the attention of people around the world, including three professors in The United States at Ohio State.
其中一位教授在1982年读到一篇报纸文章，称哥伦布市公立学校有30%的一年级学生留级。
One of them had read a newspaper article in 1982 that said 30% of first graders in the Columbus, Ohio public schools were being held back.
她觉得克莱的项目或许能帮上忙。
She thought maybe Clay's program could help.
于是她和同事们前往新西兰。
So she and her colleagues went to New Zealand.
他们见到了玛丽·克莱。
They met Mari Clay.
1984年，他们邀请她到俄亥俄州培训教师。
And in 1984, they brought her to Ohio to train teachers.
阅读恢复项目始于哥伦布，很快扩展到其他学区。
Reading recovery started in Columbus and soon spread to other districts.
哇。
Wow.
我们从未见过这样的事情。
We have never seen anything like this.
孩子在学习。
The child is learning.
老师也在学习。
The teacher is learning.
这是莎伦·吉尔伯特。
This is Sharon Gilbert.
她于1985年成为俄亥俄州马里昂市学区的阅读恢复教师。
She became a reading recovery teacher in the Marion City Schools in Ohio in 1985.
在早期，我们经常接到东海岸和其他地区学区的电话，他们想来马里昂参观。
And in the early years, we had lots of phone calls from school districts on the East Coast and other places, and they wanted to come to Marion to visit.
他们想来俄亥俄州立大学参观。
They wanted to come to Ohio State to visit.
他们想看看这个新颖而奇妙的东西是什么。
They wanted to see what is this new and wonderful thing.
阅读恢复计划迅速在美国各地推广。
Reading recovery spread quickly across The United States.
美国教育部和各州立法机构为它的扩展提供了资金。
The US Department of Education and state legislatures provided funding for its expansion.
阅读恢复计划成本高昂。
Reading recovery is expensive.
它是一位老师每天为一名学生辅导三十分钟。
It's one teacher with one student every day for thirty minutes.
最近的一项估算表明，目前每个孩子的成本高达10,300美元。
A recent estimate put the current cost at up to $10,300 per child.
但其承诺是，如果学校在孩子一年级时进行投资，将来就不必在高年级花费大量资金用于昂贵的补习项目。
But the promise was that if schools made the investment when children were in first grade, they wouldn't have to spend money later on expensive remedial programs in the upper grades.
将阅读恢复项目引入美国的俄亥俄州立大学教授们对该项目进行了研究。
The Ohio State professors who brought Reading Recovery to America conducted studies of the program.
他们的研究表明，大多数参加阅读恢复项目的一年级学生都取得了成功。
Their research showed that most first graders who went into Reading Recovery were successful.
我们将在后续的一集中回到这项研究，讨论这些成功是如何衡量的，以及这些孩子最终是否在长期受益。
We're gonna come back to that research in a later episode to talk about how that success was measured and whether the children ended up better off in the long run.
但在20世纪80年代和90年代，许多人相信阅读恢复是帮助阅读困难儿童的最佳方法。
But back in the nineteen eighties and nineties, a lot of people believed that reading recovery was the best way to help children who were struggling to learn to read.
有影响力的人士。
Powerful people.
1998年，比尔·克林顿总统访问了弗吉尼亚州的一所小学，并对阅读恢复项目大加赞赏。
President Bill Clinton visited an elementary school in Virginia in 1998 and raved about reading recovery.
我是阅读恢复项目的忠实支持者。
I'm a big fan of the reading recovery program.
如果你查看相关研究，它的长期效果是所有方法中最好的之一。
And if you look at the research, it has about the best long term results of any strategy.
总统与他的教育部长理查德·雷利一同出席。
The president was joined by his education secretary, Richard Reilly.
坦率地说，我们认为，到三年级结束时能够阅读，可能是这个国家最重要的事情之一。
Frankly, this this reading by the end of the third grade, we think, is probably as important as anything in this country.
如果孩子遇到困难，通过阅读恢复计划来帮助他们，对于实现这一国家目标来说非常合理。
And if a child is having difficulties, concentration through the Reading Recovery Program just makes so much sense to meet that national goal.
到20世纪90年代末，阅读恢复计划已遍及美国49个州超过五分之一的学校，并在整个英语世界广泛推广。
By the end of the nineteen nineties, reading recovery was in more than one in five American schools in 49 states, and it was all over the English speaking world.
澳大利亚、加拿大、英国。
Australia, Canada, Britain.
英国女王授予玛丽·克莱尔女爵士头衔，这是女性版的骑士爵位。
The queen of England made Marie Claire a dame, the female equivalent of a knight.
很难夸大克莱的影响。
It's hard to overstate the influence Clay had.
请听1999年这个广播节目中对她的介绍。
Listen to how she was introduced on this radio program in 1999.
展开剩余字幕（还有 320 条）
现在，大卫·玛丽·克莱的名字经常与欧内斯特·卢瑟福勋爵相提并论，卢瑟福因提出原子结构理论而获得诺贝尔奖；或与威廉·皮克林爵士并列，他帮助人类首次登月。
Now David Mari Clay's name often appears in select company with that of Lord Ernest Rutherford, who won the Nobel Prize for his theory of the structure of the atom, or Sir William Pickering, who helped put the first man on the moon.
这种比较并非空想。
There's nothing fanciful in the comparison.
这三人都被与著名科学家相提并论，因为她不仅设计了一个帮助阅读困难的一年级学生的项目。
All three are being compared to famous scientists because she had not just come up with a program to help struggling first graders.
她还提出了一种理论，用以解释人类思维的一个谜团——人们是如何阅读的。
She had come up with a theory to explain one of the mysteries of the human mind, how people read.
但玛丽·克莱关于人们如何阅读的理论，仅仅是一种理论。
But Mari Clay's theory about how people read was just that, a theory.
就连玛丽·克莱自己也不确定它是否正确。
Even Mari Clay wasn't sure it was right.
最后，在今晚，我们要介绍一位对新西兰学校产生深远影响的人物——玛丽·克莱博士，她撰写了多本关于阅读教学的书籍。
And finally this evening, someone who's had a profound influence in New Zealand schools, doctor Mari Clay, author of many books about the teaching of reading.
这是1978年克莱在新西兰广播电台节目中的讲话。
This is Clay on a Radio New Zealand program in 1978.
观察小孩子时，我一直觉得，我们完全可以将‘魔法’这个词用在他们学习的方式上。
Looking at small children, it's always seemed to me that this was one of the areas we could legitimately use the word magic about how they learn things.
你同意这一点吗？
Would you agree with this?
我同意，而且我认为，如果你深入探究当今最前沿的阅读理论家，你会发现他们明确表示，在阅读的某些领域，我们一无所知。
I would, and I think if you really pushed some of the most forward thinking theorists in reading today, you'd see that they are saying very clearly, there is this and that area of reading about which we know nothing.
我们不知道这些特定领域中，孩子们的眼睛背后正在发生什么。
We don't know what's going on behind the eyes in these particular areas.
而且据我所见，他们还表示，我们很可能永远无法知晓。
And they're also saying, as far as I can see, it's unlikely we will ever know.
因此，这些领域将始终是‘魔法’。
So that will remain magic.
在这种情况下，我们所能做的就是为孩子们创造良好的环境，让他们做出反应，然后引导他们的反应。
And all we can do in these situations is to arrange good situations for children to respond to, and then just guide their responding.
学习必须由他们自己完成。
They have to do the learning.
玛丽·克莱在1978年参加那个广播节目时并不知道，科学家们即将做她认为不可能的事情。
What Mari Clay didn't know when she was on that radio program back in 1978 is that scientists were about to do exactly what she thought wasn't possible.
他们即将弄清楚我们在阅读时眼睛后面究竟发生了什么。
They were about to figure out what's going on behind our eyes when we're reading.
他们即将弄清楚人们是如何阅读的，而这与玛丽·克莱的想法并不一致。
They were about to figure out how people read, and it doesn't work the way Mari Clay thought.
稍后广告结束后，我们将揭晓这一点。
That's coming up after a break.
嘿。
Hey.
我是艾米莉。
It's Emily.
我想告诉你我们为《售书》制作的一些东西。
I wanna tell you about something we made to go along with Sold a Story.
这是一系列讨论指南。
It's a series of discussion guides.
如果你是和同事一起听，或在课堂上使用本节目，甚至只是自己思考，这份指南都提供了帮助你深入探讨的问题。
If you're listening with colleagues or using the show in a class or even just thinking things through on your own, the guide has questions that help you dig in a little deeper.
每一集都有专属的指南，包含值得思考、讨论的内容，甚至还有一些活动建议。
Each episode has its own guide with things to think about, talk about, and even some ideas for activities.
你可以用它来组织一个播客读书会。
You can use it to have a book club, but for a podcast.
或者如果你从事教育工作，这些指南非常适合用于专业发展日。
Or if you work in education, these are great for professional development days.
你可以下载、打印和分享它。
You can download it, print it, share it.
全部免费。
It's all free.
只需访问 soldastory.org/discuss 即可。
Just go to soldastory.org/discuss.
1954年，一个名叫里德·莱昂的男孩去上小学。
In 1954, a boy named Reed Lyon went off to elementary school.
他本将成为全国顶尖的阅读科学家之一。
He was going to become one of the nation's top reading scientists.
但小时候，他根本做不到。
But as a little kid, he couldn't do it.
我根本读不好书，这对我来说是一段创伤性的经历。
I couldn't read worth a lick, and that was kind of a traumatic experience for me.
他记得在学校里拿到过《迪克和简》这样的书，但他就是看不懂。
He remembers getting Dick and Jane books in school, and he just didn't get it.
他说，最终是母亲教会了他如何阅读。
He says it was his mother who finally taught him how to read.
她教他如何解码单词，一遍又一遍地和他一起拼读。
She showed him how to decode the words, sounding them out with him over and over.
最终，他成了一个优秀的读者。
Eventually, he became a good reader.
但当他1966年高中毕业时，他说自己还没准备好上大学，于是参了军。
But when he graduated from high school in 1966, he says he wasn't ready for college, so he joined the army.
这让我很快就被派到了越南。
That was something that landed me very quickly in Vietnam.
他当时和丹·科克伦在一起，你已经在本集开头听过他的故事。
He was there at the same time as Dan Corcoran, who you heard at the beginning of the episode.
里德·莱昂在越南经历了激烈的战斗。
Reed Lyon saw heavy combat in Vietnam.
他参加了春节攻势。
He fought in the Tet Offensive.
有一次，一块弹片几乎擦过他的头部，差点要了他的命。
He was almost killed once when a piece of shrapnel just missed his head.
他从身后那棵树上取下了那块弹片，并随身携带了多年。
He retrieved the shrapnel from the tree behind him and carried it with him for years.
他的一些战友从越南回国时，头部受了严重伤。
Some of his buddies returned home from Vietnam with horrible head injuries.
其中一些人失去了阅读能力。
And some of them had lost their ability to read.
那是一段很难观看但又很有趣的经历。
That was a tough thing to watch, but also an interesting thing.
我好奇为什么会这样。
I wondered why that was.
他想了解阅读和大脑的关系。
He wanted to understand reading and the brain.
所以他上大学学习神经科学。
So he went to college to study neuroscience.
他获得了博士学位，开始从事基础研究，探索大脑中促进熟练阅读能力的区域，并试图理解为什么有些人像他一样难以学会阅读。
He got a PhD, started doing basic research about regions of the brain that contribute to the development of skilled reading, and trying to understand why some people struggle to learn to read like he did.
那是二十世纪七十年代和八十年代。
This was the nineteen seventies and nineteen eighties.
全世界的科学家都对阅读产生了兴趣。
Scientists all over the world were getting interested in reading.
他们有了新的技术和工具来研究人们如何阅读，比如脑扫描和眼动追踪技术。
They had new techniques and tools to study how people read, things like brain scans and eye tracking technology.
他们开始测试各种想法和理论。
And they started testing out various ideas and theories.
比如认为熟练读者会以一种附带的方式使用字母和单词，他们只是快速扫视字母以确认自己理解了单词。
Like the idea that skilled readers use the letters and words in an incidental way, that they just skim the letters to confirm they're getting the words right.
玛丽·克莱就是这样认为的。
That's what Mari Clay believed.
许多其他知名学者也持相同观点。
So did many other prominent academics.
但这真的正确吗？
But was it true?
有一位名叫基思·雷纳德的学者开发了眼动追踪技术。
There was a scholar named Keith Raynard who developed eye tracking technology.
这是哈佛大学的詹姆斯·金教授，他撰写过关于阅读研究历史的著作。
This is James Kim, a professor at Harvard who has written about the history of reading research.
眼动追踪技术让我们能够观察人类在阅读文本时眼睛的活动。
And what eye tracking technology allows us to do is it allows us to see what the human eye does when it reads text.
基思·雷纳的研究表明，优秀的读者在阅读时会处理每个单词中的几乎每一个字母。
And what Keith Rayner's studies showed is that good readers process virtually every letter in every word as they read.
他们不会跳过。
They didn't skip.
他们不会直接看整个单词。
They didn't look at whole words.
这一发现被反复验证了多次。
And that finding was replicated over and over again.
眼动追踪研究显示，优秀的读者依靠字母来识别单词的含义。
Eye tracking studies showed that good readers rely on the letters to know what the words say.
排队理论的科学家们开始测试的另一个部分是，读者是否能利用语义和语境准确识别单词。
Another part of the queuing theory scientists started testing out is whether readers can use meaning and context to accurately identify words.
如果你用便利贴遮住一个单词，你能猜出它是什么吗？
If you cover the word with a sticky note, can you guess what it is?
答案是你可以尝试，但你会经常猜错。
The answer is you can try, but you'll be wrong a lot of the time.
实验表明，即使是受过良好教育的熟练读者，也只能通过上下文线索准确预测大约四分之一的单词。
Experiments showed that even a well educated skilled reader could predict only about one in four words using contextual clues.
其他研究显示，阅读能力较差的读者更依赖上下文来识别单词。
Other studies showed that it was less skilled readers who were more dependent on context for word recognition.
熟练读者能够在不依赖上下文的情况下识别单词。
Skilled readers were able to recognize words without relying on context at all.
他们可以立即且准确地阅读孤立的单词。
They could read isolated words instantly and accurately.
事实证明，熟练的单词阅读并不是一场侦探游戏。
It turns out that skilled word reading is not a detective game.
它不像玛丽·克莱所认为的那样，是一场二十问游戏。
It's not a game of 20 questions like Mari Clay believed.
它的效率要高得多。
It's much more efficient than that.
熟练读者看到一个单词，能在瞬间识别出来。
Skilled readers see a word and recognize it in a split second.
到20世纪90年代，研究已明确表明，克莱关于优秀阅读方式的理论是错误的。
By the nineteen nineties, it was clear from the research that Clay's theory of how good reading works wasn't right.
从根本上说，这一理论是不准确的。
At its core, the theory was inaccurate.
它站不住脚。
It wasn't tenable.
这是里德·莱昂再次说道。
This is Reid Lyon again.
他说，玛丽·克莱的理论所描述的，正是许多阅读能力差的人的阅读方式。
He says what Mari Clay had described with her theory is the way that many poor readers read.
那些在字母与发音之间的关系上难以理解的人，会采用其他策略来推断单词的含义。
People who have a hard time making sense of the relationships between letters and sounds come up with other strategies to figure out what the words say.
他们会做类似的事情：看单词的首字母，想出一个合理的词。
They do things like look at the first letter of a word, think of a word that makes sense.
他们大量猜测，或许能把握大意，但常常因为阅读过程缓慢、费力且令人困惑而不太享受阅读。
They guess a lot, maybe getting the gist of what they're reading, but often not enjoying reading much because it's slow and laborious and kind of confusing.
里德·莱昂知道这一点，因为他正在自己监管的大型联邦资助研究中观察到真实儿童的表现。
Reed Lyon knew this because he was seeing it in studies of real children, large federally funded studies that he was overseeing.
过了一段时间，情况变得很清楚：那些有阅读困难的读者，也就是正在经历困难的小学一年级和二年级学生，实际上正是那些试图依赖语境的孩子，而这进一步拖慢了他们的进度。
It was pretty clear after a while that the readers who were having difficulty, you know, young first graders and second graders who were having difficulty were actually the children that did try to use context, and it slowed them down further.
到了20世纪90年代，里德·莱昂已从在大学实验室开展个人研究，转变为实际上成为政府首席阅读科学专家。
By the nineteen nineties, Reed Lyon had moved from doing his own research in university labs to becoming what was essentially the government's top reading scientist.
他担任儿童健康与人类发展研究所（NICHD）一个部门的负责人。
He was head of a branch of the National Institute of Child Health and Human Development, the NICHD.
NICHD早在1965年就建立了阅读研究项目。
The NICHD had established a reading research program back in 1965.
到90年代末，NICHD的科学家们已经研究了超过34,000名儿童和成人的阅读发展情况。
By the late nineties, NICHD scientists had studied the reading development of more than 34,000 children and adults.
其中一些研究致力于理解熟练阅读的过程。
Some of those studies were devoted to understanding skilled reading.
另一些研究则专注于理解阅读困难。
Others were devoted to understanding reading difficulties.
一个问题在于，阅读是否与听和说相同？
One question was, is reading the same as listening and speaking?
特别是，人类学习书面语言的方式是否与学习口语的方式相同？
And in particular, do human beings learn written language the same way they learn spoken language?
对此的明确答案是否定的。
And the clear answer to that was no.
研究表明，人类天生具备能够习得口语的大脑。
Research shows that human beings are born with brains that are wired to acquire spoken language.
没有人需要教我们如何说话。
No one has to teach us how to talk.
我们通过被交谈来学习说话。
We learn to talk by being talked to.
爸爸在浴缸旁边吗？
Is Pop by the tub?
不是。
No.
不。
No.
这是我丈夫在儿子还小的时候给他读故事。
This is my husband reading our son a story when our son was a toddler.
爸爸在柜子里吗？
Is Pop in the cabinet?
不在。
No.
不在。
No.
只是我的牙刷和牙膏。
It's just my toothbrush and toothpaste.
牙膏。
Toothpaste.
嗯。
Yeah.
我想这可能是我儿子第一次说出‘牙膏’这个词。
I think this might be the first time my son said the word toothpaste.
但研究表明，学习如何发音和学习如何阅读是不同的。
But research shows that learning how to say words is different than learning how to read them.
我们生来大脑并没有为阅读而预设。
We are not born with brains that are wired to read.
人类可以变得非常擅长阅读，但我们的大脑必须发生改变，才能成为优秀的读者。
Human beings can get really good at reading, but our brains have to change for us to become good readers.
而拼读书面单词是这一过程的关键部分。
And sounding out written words is a key part of this process.
已保存。
Saved.
这是卡马里。
This is Kamari.
他上一年级，正在通过视频通话与老师一起学习如何拼读单词。
He's in first grade, and he's on Zoom with his teacher, learning how to sound out words.
哦，嗪。
The o zing.
打盹。
Dozing.
卡马里正在仔细观察每个单词。
Kamari is looking closely at each word.
试图拼读出来。
Trying to sound it out.
微笑。
Smile.
然后突然意识到这是他认识的一个词。
And then suddenly realizing it's a word he knows.
微笑。
Smile.
微笑着。
Smiling.
微笑着。
Smiling.
将单词的发音与其拼写和含义联系起来的过程至关重要。
This process of connecting the pronunciation of a word with its spelling and its meaning is critical.
这是你的大脑将单词的书面形式存储在记忆中的方式。
It's how your brain stores the written form of a word in your memory.
你天生就具备记住单词发音和含义的能力。
You are born with a brain that can remember the pronunciation of words and the meaning of words.
当你将单词的发音和含义与其拼写联系起来时，你就建立了新的神经通路，使你能记住书面单词。
And as you connect the pronunciation and meaning of words with their spelling, you create new neural pathways that allow you to remember written words.
一旦一个正常发展的读者仔细观察一个单词几次，拼读出来并确定或弄清楚它的含义，这个单词的书面形式就会被映射到他们的记忆中。
Once a typically developing reader has looked carefully at a word a few times and sounded it out and identified or figured out what the word means, the written form of that word gets mapped into their memory.
一旦一个单词像这样被映射到你的记忆中，唯一可能将其抹去的只有脑部损伤。
And once a word has been mapped to your memory like this, about the only thing that can take it away is a brain injury.
否则，这个单词将永远存在于你的脑海中，随时可被调用。
Otherwise, that word is there for you always in an instant.
你不再需要刻意拼读或做任何有意识的动作就能认出这个词了。
You don't have to sound it out or anything conscious to recognize the word anymore.
但你知道这个词，是因为你曾经拼读过它，并将这个词的发音与其拼写和含义联系了起来。
But you know the word because at some point you sounded it out, and you connected the pronunciation of that word with its spelling and its meaning.
微笑。
Smiling.
微笑。
Smiling.
微笑。
Smiling.
对一些人来说，学习认字相当容易。
For some people, learning how to read words is pretty easy.
只需要一点指导和大量的印刷材料接触就足够了。
Just a little bit of instruction and a lot of exposure to print is enough.
所以有些孩子天生就有这种天赋。
So some children really just have this knack.
这是布鲁斯·麦坎特莱斯。
This is Bruce McCantless.
他是斯坦福大学的认知神经科学家。
He's a cognitive neuroscientist at Stanford.
他们非常擅长听出单词中的每一个音素。
They're really great at, like, hearing all of the individual sounds within words.
他们经常摆弄这些音素。
They play around with them a lot.
当他们接触阅读时，会自然而然地建立起所有这些联系。
And when they are exposed to reading, they start to make all of these connections sort of beautifully.
但对很多孩子来说，建立印刷文字与口语之间的联系非常困难。
But for a lot of kids, making the connections between print and speech is pretty hard.
他们需要有人教他们如何做到这一点。
They need someone to teach them how to do it.
孩子所接受的指导类型，会决定他们是否走上熟练阅读的道路。
And the kind of instruction a child gets can put that child on the path to skilled reading or not.
布鲁斯·麦坎莱斯在2015年进行了一项研究，试图了解不同的教学方法如何影响阅读能力的发展。
Bruce McCanless did a study in 2015 to try to understand how different teaching methods affect reading development.
他和同事们创造了一种全新的书面语言，并邀请人们到实验室学习这种语言。
He and his colleagues made up a new written language and brought people into their labs to learn this language.
他们将受试者分为两组。
They divided their subjects into two groups.
一组被教授这种新语言中符号与发音之间的关系。
One group was taught the relationships between the symbols and sounds in this new language.
另一组则被要求只观察整个单词——即那些陌生符号的组合，并尝试记住它们。
The other group was told to just look at the whole words, the clusters of unfamiliar symbols, and try to remember them.
起初，两组人都在学习。
At first, both groups were learning.
在这两种情况下，学习都会发生。
Learning occurs in both cases.
比如，人们可以掌握二十、三十、四十、五十甚至六十个这样的单词。
Like, people can master, you know, twenty, thirty, forty, fifty, sixty of these words.
事实上，那些记忆整个单词的学生一开始学得更好。
In fact, the students who were memorizing the whole words did better at first.
专注于字母与发音关系的学生学习速度较慢。
Learning was slower for the students focusing on letter sound relationships.
但这些学生很快就能阅读比未接受字母和发音教学的群体更多的单词。
But those students were soon able to read more words than the group that hadn't been taught letters and sounds.
当布鲁斯和他的同事观察研究参与者大脑内部的活动时，他们发现了一些有趣的现象。
And when Bruce and his colleagues looked at what was going on inside the brains of their study participants, they saw something interesting.
那些通过发音拼读单词的人，阅读方式与另一组不同。
People who were sounding out the words were reading differently than the other group.
通过大力鼓励人们关注印刷文字的细微差别及其与发音的关系，我们看到了一种激活模式，这与专家阅读回路的模式非常相似。
By really encouraging people to think about and attend to the nuances of the print and how they relate to the pronunciation, we see this activation pattern that looks a lot like what the expert reading circuitry looks like.
换句话说，专注于字母与发音关系的人，其大脑中与熟练阅读相关的区域活动增强了。
In other words, the people who focused on letter sound relationships increased activity in areas of the brain that are associated with skilled reading.
那些未被教导关注字母和发音的人，则使用了另一种神经网络来阅读，这种网络在将书面单词映射到记忆中的效率和效果上都不如前者。
People who were not taught to focus on letters and sounds used a different neural network to read, a network that is not as efficient or effective at helping you map written words into your memory.
其他针对成人和儿童的实验也显示了类似的脑活动模式。
Other experiments with adults and children have shown similar patterns of brain activity.
一个人的学习方式会影响他们阅读时所使用的脑区，你应该使用那些最有效、最能帮助你将单词映射到记忆中的脑区，因为这才是成为优秀读者的关键。
How a person is taught affects what areas of the brain they use to read, and you wanna use the parts of your brain that are going to be most efficient and effective at helping you map words into your memory Because that's how you become a good reader.
你不是在动用脑力去识别单词。
You're not using your brainpower to identify the words.
你是在动用脑力去理解你所读的内容，这才是目标。
You're using your brainpower to understand what you're reading, and that's the goal.
布鲁斯·麦坎德利斯表示，教孩子不必仔细观察单词或拼读它们，会使许多孩子面临永远无法掌握阅读能力的风险。
Bruce McCandless says teaching kids that they don't have to look carefully at words and sound them out is putting many of them at risk of never getting there, of never becoming good readers.
我认为，越来越多的人开始意识到，有相当数量的孩子的需求被忽视了，这些孩子因此感到困难并深受其苦。
I think more and more people are starting to recognize that there's a pretty significant number of kids out there that were neglecting their needs, and the kids struggle and they suffer.
有时，我运营阅读诊所时，孩子们读到第四词就崩溃了，开始哭泣，告诉你他们是个缺陷的、愚蠢的、不属于学校的人，讨厌学校，再也不想和阅读有任何关系。
And at times, I've run reading clinics where the kids break down, like, the fourth word into a reading test and start crying and telling you that they're they're a defective person who is stupid and doesn't belong in school and hates school and never wants to do anything with reading ever.
当我几年前刚开始报道阅读相关话题时，我并没有意识到有这么多人在学习阅读方面存在困难。
When I first started doing all this reporting on reading a few years ago, I didn't realize how many people have a hard time learning how to read.
我觉得阅读对我来说和我的孩子们都很容易，我根本没有多想，因为我根本不需要费劲。
I think it came pretty easily to me and to my kids, and I didn't think about it much because I didn't have to.
但根据负责NICHD阅读研究的里德·莱昂的说法，对很多人来说，学习阅读是一项艰巨的挑战。
But according to Reid Lyon, the guy who oversaw that reading research at the NICHD, learning to read is a formidable challenge for a lot of people.
他估计大约百分之六十的孩子需要直接而明确的指导。
He estimates that about sixty percent of kids need direct and explicit instruction.
如果他们在学校没学到，可能会在家里学到。
If they don't get it at school, they might get it at home.
但如果他们没学到，就不太可能成为优秀的读者或拼写者。
But if they don't get it, they're not likely to become very good readers or spellers.
而在那百分之六十需要良好指导的人群中，还有一部分人需要大量的优质指导。
And within that sixty percent of people who need good instruction, there's a group of people who need a lot of good instruction.
因为对他们来说，学习阅读真的非常非常困难。
Because learning to read is really, really hard for them.
这跟智力无关。
It's not about intelligence.
有一些非常非常聪明的人在学习阅读时却很吃力。
There are very, very smart people who struggle to learn how to read.
但研究表明，只要得到正确的教导，几乎每个人都能学会阅读。
But what the research shows is that nearly everyone can learn how to do it if they are taught.
总会有那样
There was always that
总会有那样的挣扎。
always that struggle.
还记得你在本集开头遇到的那位阅读困难者丹·科克伦吗？
Remember Dan Corcoran, the struggling reader you met at the beginning of the episode?
总是那样，天啊，我什么时候才能学会？
Always that, god, will I ever learn?
你知道的？
You know?
但我确实学会了。
And I did.
丹·科科伦在54岁时才学会阅读。
Dan Corcoran was taught how to read when he was 54 years old.
事情是这样发生的。
Here's how it happened.
丹在一份当地报纸上看到了一则公告。
Dan noticed an announcement in a local newspaper.
我只看到上面写着阅读，帮助孩子之类的。
All I seen it was reading, helping kids, or something like that.
他其实没读懂整篇文章，但足以理解大意。
He couldn't actually read the whole article, but enough to get the gist.
他把这篇报道拿给妻子看。
He showed it to his wife.
于是我们打了电话，一小时内，我们就坐在前门廊上。
And so we call and within an hour, we're sitting on the front porch.
这就是我记得遇见诺拉的方式。
That's how I remember meeting Nora.
我能想象你坐在我的门廊上。
And I can picture you on that my doorstep.
坐在前门廊上？
Sitting on the front porch?
是的。
Yeah.
在前
On the front
门廊上。
porch.
诺拉·席巴齐当时正准备在密歇根州弗林特开设一家辅导中心。
Nora Schibazi was getting ready to open a tutoring center in Flushing, Michigan.
丹没什么钱。
Dan didn't have much money.
他当时是一名房屋油漆工。
He was working as a house painter at the time.
我当时想，天啊，我们可以以物易物。
And I'm thinking, man, we can barter this.
我们可以做一些以物易物的安排。
We can we can do some kind of bartering.
然后她说她是爱尔兰人。
And then she said she was Irish.
我说，这下我知道我们能以物易物了。
And I said, now I know we can barter.
于是我们就这么做了。
So and that's what we did.
丹为诺拉的辅导中心粉刷了墙壁。
Dan painted Nora's tutoring center.
诺拉教丹如何阅读。
And Nora taught Dan how to read.
她教你关于文字运作的哪些东西，让你对它们的理解更清晰了一些？
What did she teach you about the way words work that unlocked them for you a little bit better?
用手指把音符拖长，明白吗？
Sounds, drawing them out with your finger, okay?
把它们写在白板上。
Writing them on the whiteboard.
一遍又一遍地重复。
Just over and over and over again.
然后你突然就能拼出 d e d s I m b r 了。
And the next thing you know, you can d e d s I m b r.
你做到了。
You got it.
那就是十二月。
That's December.
他正看着墙上的日历。
He's looking at a calendar on the wall.
日历顶部写着：年度计划表。
It says at the top, calendar yearly planner.
我问丹，在诺拉教他阅读之前，他以前是怎么读这些词的。
I asked Dan how he would have read those words earlier in his life before Nora taught him how to read.
也许是，呃，我不知道那是什么。
Maybe er, ah, I don't know what it is.
然后是 c a，我猜是 cal，C A L，剩下的部分一定是 calendar（日历）。
And then c a, I got cal, C A L, and the rest of it has got to be calendar.
最后一个词 P L，Pell，呃，我不知道那是什么。
That last word, P L, Pell, Er, I don't know what's that.
因为我现在阅读能力提高了，才知道是 planner（计划表）。
Since I've learned to read much better, it's planner.
对丹来说，阅读曾经像一场侦探游戏。
For Dan, reading used to be like a detective game.
大多数词都是谜题，他一直在寻找线索。
Most words were puzzles, and he was searching for clues.
他有自己的策略。
He had strategies.
看看一些字母。
Look at some of the letters.
做个合理的猜测。
Make a good guess.
玛丽·克莱是这样描述熟练阅读的。
That's how Mari Clay described skilled reading.
但这并不是熟练阅读的实际运作方式。
But it's not the way skilled reading works.
克莱所观察到的、她能够看到的内容，并不能解释我们在阅读时大脑内部发生的过程。
What Clay was observing, what she could see, does not explain what's going on behind our eyes as we read.
它无法解释我们大脑内部发生的事情。
It does not explain what's going on inside our brains.
克莱并不知道，但她实际上描述的是阅读能力差的人是如何阅读的。
Clay didn't know it, but she was actually describing the way that poor readers read.
看看第一个字母。
Look at the first letter.
想一个有意义的词。
Think of a word that makes sense.
这些是阅读困难者用来应付的策略。
These are the strategies that struggling readers use to get by.
没有人需要教他们这些策略。
No one has to teach them these strategies.
如果他们不知道如何认出单词，他们会自己想出这些方法。
They'll come up with them on their own if they don't know how to read the words, words.
这正是为什么在全国各地的学校里，孩子们竟然还在被教授这些策略，令人震惊。
Which is why it's all the more shocking that in schools all over the country, kids are actually being taught these strategies.
毫无疑问，这使得孩子们更难取得成功。
There's no question that it's making it harder for children to succeed.
这是威斯康星大学的认知神经科学家马克·塞登伯格再次说道。
This is Mark Seidenberg again, the cognitive neuroscientist at the University of Wisconsin.
他说，这些阅读策略正在伤害一些孩子。
He says the word reading strategies are harming some children.
让孩子们获取最基本阅读技能变得如此困难，会让他们走上一条非常糟糕的道路。
Making it this much more difficult to acquire just the really basic foundational reading skills sets them off in a very bad direction.
你知道，有些孩子最终在这种一手被绑在背后的方式下学会了阅读，但他们其实并不喜欢阅读。
You know, you get reports of children who finally do succeed at reading with this kind of one hand tied behind your back sort of approach, but they really don't like reading.
有些孩子最终还是成功了，但天啊，这过程真的太痛苦了。
Some kids do finally make it, but, man, it was really painful.
全国各地教室里的小孩子正在被教导以差生的方式阅读。
Little kids in classrooms all over the country are being taught to read the way that poor readers read.
但他们的老师却被告知，这才是优秀读者的阅读方式。
But their teachers have been taught that this is how good readers read.
根据2019年的一项调查，玛丽·克莱是大学教师培训中最常被介绍的学者。
According to a 2019 survey, Mari Clay was the researcher most likely to be introduced to teachers when they were in college.
紧随其后的是两位美国女性，她们将玛丽·克莱针对阅读困难的一年级学生的项目，推广为教授所有孩子阅读的流行方法。
Followed close behind by two American women who turned Mari Clay's program for struggling first graders into a popular approach for teaching all kids to read.
我将在下一期告诉你关于这件事的详情。
I'm gonna tell you about that in the next episode.
但在我们结束之前，我还想跟你们说一件关于丹·科科伦的事。
But I wanna tell you one more thing about Dan Corcoran before we go.
再问两个问题，我们就结束了。
Couple more questions, and then we're done.
但阅读能力提升后，你的生活发生了怎样的改变？
But how has it changed your life to be able to read better?
那么，它如何改变了我的生活呢？
Well, how did it change my life?
好太多了。
Much, much better.
不再害怕尝试新事物。
Not scared to try things.
自从学会阅读后，我创办了几个企业。
Started a couple businesses since I've learned how to read.
如果没有你现在拥有的阅读能力，你能创办这些企业吗？
Could you have started those businesses without the reading skills you have now?
不行。
No.
绝对不行。
No way.
不行。
No.
你得阅读合同。
You got to read contracts.
你得阅读报告。
You have to read reports.
你得阅读，你就是得阅读。
You have to read, you just got to read.
我的意思是，有太多东西了，但我也会质疑很多。
I mean, there's there's so much, but I also I I question a lot.
我儿子们被我质疑合同的行为逼疯了。
My sons, it drives them nuts that I question contracts.
我质疑文字和合同。
I question words and contracts.
但如果我们不知道这些意味着什么，我们可能会面临诉讼或麻烦。
But if we don't know what that means, we could be up for lawsuits or in trouble.
所以
So
丹和他的儿子们共同创办的公司为残疾退伍军人安装坡道、门和扶手。
The company that Dan started with his sons installs ramps and doors and grab bars for disabled veterans.
这些男女战士虽然从战场上生还，却需要帮助以应对日常生活。
The men and women who made it home from war but need help with daily life.
因此，无论我们能以何种方式帮助人们进出他们的家、浴室、汽车或客厅，只要能帮到，我们都会去做。
So any way we can help a person get in and out of their home, their bathroom, their car, the living room, you name it, that's what we do.
每个月，丹都会拿出一部分收入来支持诺拉·希巴齐的辅导中心。
And every month, Dan gives part of his income to support Nora Shibazi's tutoring center.
他把他的捐赠称为什一税，就像向教会缴纳什一税一样。
He refers to his donations as tithing, like tithing to a church.
他说他这么做是因为还有很多孩子像他七十年前一样，仍然不会阅读。
He says he does it because lots of kids still aren't learning to read, just like him seventy years ago.
当然。
Absolutely.
当然。
Absolutely.
你知道，我们当中有很多人，其实都把自己掩饰得很好。
You know, there's a lot of us out there, a lot of us covered up really good.
但为什么我们必须经历这些呢？
Why do we have to go through that, though?
为什么？
Why?
下一期《灵魂故事》。
Next time on Soul to Story.
我们将启动一项名为《阅读优先》的新计划，但只支持有效的项目和有效的阅读策略。
We will launch a new initiative called Reading First, but we will only support effective programs, effective reading strategies.
这个词是什么？
What is that word?
E。
E.
拼读出来。
Sound it out.
E。
E.
什么词？
What word?
E。
E.
从那个句子的开头开始。
Start from the beginning of that sentence.
继续。
Go on.
那种感觉就像回到了教室，所有人都排排坐，步调一致。
It felt like going back to that classroom where everyone is sitting in rows and everyone being in lockstep.
那种感觉真的很糟糕。
And that felt really bad.
我面前有五位老师，距离只有两英寸，不停地批评我。
I have five teachers two inches from my face just tearing me up and down.
你知道，阅读战争这种说法非常真实，你就是完全拒绝接受其他证据，因为你无法相信它们的来源。
You know, the sense of war with reading wars is very true, that you just absolutely reject other pieces of evidence coming at you because you can't believe their source.
如果你喜欢这个播客，请在你的播客应用中关注我们并留下评价。
If you like this podcast, please follow us in your podcast app and leave a review.
这有助于其他人找到这个节目。
It helps other people find the show.
我们有一个网站。
We have a website.
网址是 soldastory.org。
It's soldastory.org.
那里有一个推荐阅读清单。
There's a recommended reading list there.
如果你想知道更多关于阅读科学的内容，这里有10本必读的书。
It's 10 essential things you can read if you wanna know more about the science of reading.
这个播客也有西班牙语版本。
There's also a version of this podcast in Spanish.
你可以在节目笔记中找到链接。
You can find a link in the show notes.
《Sold a Story》是APM Reports出品的播客。
Sold a Story is a podcast from APM Reports.
本节目由我，艾米莉·汉福德，与克里斯托弗·皮克共同制作。
It's produced by me, Emily Hanford, with Christopher Peek.
音频编辑是凯瑟琳·温特。
The audio editor is Katherine Winter.
戴夫·曼和安迪·克鲁兹是数字编辑。
Dave Mann and Andy Cruz are the digital editors.
混音和音效设计由克里斯·朱林和艾米莉·哈沃克完成。
Mixing and sound design are by Chris Juhlin and Emily Havoc.
我们的主题音乐由旺德利公司的吉姆·布伦德伯格和本·兰兹伯格创作。
Our theme music is by Jim Brundberg and Ben Landsberg of Wonderly.
我们的报道和制作得到了安吉拉·卡普托、威尔·卡伦和科尔·玛丽·里维拉的帮助。
We had reporting and production help from Angela Caputo, Will Callan, and Cole Marie Rivera.
事实核查由贝齐·特纳·利文斯顿负责。
Fact checking by Betsy Towner Levine.
特别感谢克里斯·沃辛顿、劳伦·汉珀特和克里斯汀·哈钦斯。
Special thanks to Chris Worthington, Lauren Humpert, and Christine Hutchins.
也要感谢库珀·马斯登、约瑟夫·威科夫和梅兰妮·埃斯普林。
And also to Cooper Marsden, Joseph Wyckoff, and Melanie Esplin.
本集的最终混音由德里克·拉米雷斯完成。
The final mix of this episode was by Derek Ramirez.
本播客的支持来自霍利霍克基金会、橡树基金会以及温迪和史蒂芬·格尔。
Support for this podcast comes from the Hollyhock Foundation, the Oak Foundation, and Wendy and Stephen Gahl.
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