3：战役

上一期《售书故事》。

Previously on Sold a Story.

他根本不看所有的字母和单词。

He doesn't look at all the letters and words.

他根本不看所有的单词和句子，阅读对他来说是一种痛苦。

He doesn't look at all the words and sentences, and reading is miserable for him.

就是先给孩子读一遍书，然后孩子练习得足够多了，就能自己读了，对吧？

It was like read the book to the child first, and then eventually the child will have practiced it enough that they'll read it and it'll be great, you know?

他们似乎并没有真正教他们阅读。

It didn't seem like they were really teaching them to read.

他们似乎只是在教他们装出能阅读的样子。

It seemed like they were teaching them to sound like they could read.

好的。

Okay.

我们马上开始吧。

We're gonna go ahead and get started here.

1996年，加利福尼亚州正在对儿童阅读教学方式展开一场反思。

In 1996, there was a reckoning going on in California about how children were being taught to read.

我尽量克制对你的愤怒，因为当你掌权时，这一切荒谬的事情都在发生。

I'm gonna try to hold back my anger towards you because you were at the helm when all this nonsense was going on.

我能够理解这些立场。

I I I I can appreciate the positions.

该州前公立教育总监正坐在州议会的一群立法者面前。

The state's former superintendent of public instruction is sitting before a group of lawmakers at the state capitol.

他的名字叫比尔·霍尼格。

His name is Bill Honig.

他之所以备受质疑，是因为在20世纪80年代他主管加州教育期间，该州对阅读教学进行了重大改革，而阅读成绩却急剧下滑。

He's on the hot seat because he was in charge in California in the nineteen eighties when the state made big changes to reading instruction, and reading scores tanked.

我同意主席的评论。

I agree with the chair's comments.

当前教育领域面临的最重要问题，莫过于我们如何以及是否教会所有孩子阅读。

There is no issue facing education that's more crucial right now than how and whether we teach our youngsters to read all of them.

加利福尼亚州全面采用了整体语言教学法来教授阅读，也就是我在上一集中向你们提到的那套理念。

California had gone all in on the whole language approach to teaching reading, and the idea that I told you about in the last episode.

这种理念认为，孩子们不需要被教导如何拼读单词，因为他们可以通过其他线索来推断单词的意思。

The idea that kids don't need to be taught how to sound out written words because they can use other cues to figure out what the words say.

比尔·霍尼格告诉议员们，他当时并不知道这种‘线索’理念有什么问题。

Bill Honig tells the lawmakers he didn't know there was anything wrong with that queuing idea.

但自从他卸任以来，他阅读了大量研究文献，并与认知科学家进行了交流。

But since he left office, he's been reading a lot of research and talking to cognitive scientists.

他说，现在他明白了。

And he says, now he knows.

我不得不改变我的观点，我认为我们这些教育工作者都必须足够开放，去正视事实。

I had to change my mind, and I think those of us who are just all educators are gonna have to be open enough to look at the facts.

关于这些问题，有一些非常有力的研究证据。

There's some very strong research on these issues.

你可以说，二十年前，确实可以通过上下文或语义来解码单词，而且当时是管用的。

You could say twenty years ago, yes, you could substitute context or or meaning to decode a word, and that would work.

而且他们并不了解其中的细节。

And and they didn't have the details of it.

现在他们知道，如果用这种次等策略教孩子，会导致他们终身阅读缓慢。

Now they know that's not a good strategy to teach kids if it's a second rate strategy that will mean that they're slow readers for the rest of their life.

大量青少年因未能适应这一新认知而受到伤害。

Large numbers of youngsters are being hurt by the failure to adapt to this knowledge.

但比尔·霍尼格在1996年时仍对即将发生的改变持乐观态度。

But Bill Honig was optimistic back in 1996 that things were about to change.

我认为我们可以非常迅速地扭转这一局面。

I think we can turn this around very, very quickly.

这个领域已经做好了准备。

The field is ready.

老师们也已经做好了准备。

The teachers are ready.

他们知道这里存在问题。

They know that there's a problem.

他们知道他们需要掌握这些技能的细节。

They know that they want the details of the skills.

他们希望有人能为他们清晰地梳理出来。

They want somebody to lay it out for them.

他们愿意配合。

They're willing to play ball.

他相信，如果教师们能了解关于阅读的科学研究，他们会像他一样被说服。

He was confident that if teachers could learn about the scientific research on reading, they'd be convinced, just like he was.

他确信科学将改变孩子们学习阅读的方式。

He was sure that science would change the way kids are taught to read.

但他错了。

But he was wrong.

这是APM报道出品的播客《被售卖的故事》第三集。

This is episode three of Sold a Story, a podcast from APM Reports.

我是艾米莉·汉福德。

I'm Emily Hanford.

当比尔·霍尼格1996年坐在加利福尼亚州立法者面前时，关于人们如何学习阅读的科学已经很清楚了。

When Bill Honig was sitting before those lawmakers in California in 1996, the science of how people learned to read was clear.

有很多研究。

There were studies.

有很多书籍。

There were books.

有大量的研究。

There was lots of research.

但有一些有权势的人早已相信另一种观点，即‘三 cue’理论。

But there were powerful people who already believed in that other idea, the queuing idea.

他们有一套基于这种观点的儿童阅读教学方法。

They had an approach for teaching children to read that was based on that idea.

他们正在向学校推销这种方法。

And they were selling that to schools.

因此，当关于阅读的科学研究出现时，它遇到了对手——那些相信其他理念的人，那些会为自己的信念而斗争的人。

So when the scientific research on reading came along, it had adversaries, people who believed in something else, people who were going to fight for what they believed in.

而且他们将会赢。

And they were going to win.

尽管联邦政府动用数十亿美元的纳税人资金试图阻止他们。

Even though the federal government, armed with billions of dollars in taxpayer money, tried to stop them.

这就是我将在本集中告诉你的故事。

That's the story I'm gonna tell you in this episode.

一场是推动大规模政府努力改变阅读教学方式的人，与那些有利益关系、致力于挫败这一努力的人之间的冲突。

The clash between people spearheading a huge government effort to change the way reading was being taught, and people who had a stake in defeating that effort.

在二十世纪九十年代，苏珊·纽曼是一位教育学教授。

Back in the nineteen nineties, Susan Neumann was a professor of education.

我们会去参加各种会议，感觉非常奇怪。

We would go to conferences, and it was like it was like bizarre.

那里有团队。

There were teams.

在九十年代，她所在的团队正处于劣势。

She was on the team that was losing in the nineties.

那个团队主张，必须教孩子们如何识字。

The team that was saying, you gotta teach children how to read the words.

她记得曾去德克萨斯州参加一次会议。

She remembers going to a conference in Texas.

我做了一场演讲，指出孩子们需要从小接受系统教学，早期教育方法因为缺乏这种明确指导而辜负了孩子。

What I did is I gave a talk saying that children needed to be taught early on, and they needed explicit instruction, and that early childhood methods were failing children by not providing that kind of explicit instruction.

现场有很多听众不喜欢她的演讲。

There were a lot of people in the audience who didn't like her talk.

演讲结束后，他们冲上讲台，对我大喊大叫，说我有多错、多糟糕，诸如此类的难听话。

And they stormed the podium after and yelled at me and said how wrong and how awful I was, blah blah blah, all this awful stuff.

但那天现场至少有两个人赞同她的观点。

But there were at least two people in the audience that day who liked what she had to say.

德克萨斯州州长乔治·W。

The governor of Texas, George W.

布什和他的妻子劳拉。

Bush, and his wife, Laura.

她邀请我午餐时坐在她旁边，想更多了解我的想法。

And she asked me to sit next to her at lunch, and she wanted to know more of my ideas.

他们一见如故。

They hit it off.

识字在布什家族中非常重要。

Literacy was a big deal in the Bush family.

我可以告诉你，如果更多人能读写和理解，我所关心的几乎所有事情都会变得更好。

I can tell you that almost everything I care about would be better if more people could read, write, and comprehend.

这是乔治·布什的母亲芭芭拉·布什，在她担任美国第一夫人时于公共图书馆的讲话。

This is George Bush's mother, Barbara Bush, speaking at a public library when she was the first lady of The United States.

那么，这可能吗？

So is it possible?

我不知道，但我希望这是可能的，也希望每个人都能把它当作自己的责任，去促成它的实现。

I don't know, but I hope it's possible, and I hope everyone will make it their business to see it's possible.

这对芭芭拉·布什来说是个人的使命。

This was personal for Barbara Bush.

当她的儿子尼尔上小学时，她去教室参加了阅读日活动。

When her son Neil was in elementary school, she went to his class for reading day.

孩子们正在传阅一本书，每人读一段，当书传到尼尔时，他却读不出来。

The children were passing a book around, each reading a section, and when the book came to Neil, he couldn't read it.

她震惊了。

She was stunned.

就像我所交谈过的许多有类似经历的母亲一样，这件事改变了她的一生。

And like so many other mothers I've talked to who have had this experience, it changed her life.

首先，她开始为自己的孩子寻找帮助。

First, she went looking for help for her own child.

接着，她意识到：这不只是我们家的问题。

Then the realization, it's not just us.

还有很多父母和孩子正在寻找帮助。

There are a lot of parents and children out here looking for help.

非常感谢大家。

Well, thank you all very much.

当尼尔的哥哥乔治竞选总统时，他将改善阅读教学列为首要任务之一。

When Neil's older brother, George, ran for president, he made improving reading instruction one of his top priorities.

我们将启动一项名为‘阅读第一’的新计划。

We will launch a new initiative called Reading First.

这是乔治·W·布什在2000年9月的一次竞选活动中说的话。

This is George w Bush at a campaign stop in September 2000.

他告诉人群，如果他当选总统，将投入50亿美元用于阅读项目。

He tells the crowd that if he's elected president, he'll spend $5,000,000,000 on reading programs.

但我们只会支持有效的项目和有效的阅读策略。

But we will only support effective programs, effective reading strategies.

四个月后，乔治·W·布什成为了美国总统。

Four months later, George w Bush was president of The United States.

在他就职后的第一周，于白宫罗斯福厅，布什总统开始为他的‘阅读第一’计划奠定基础。

In his first week in office in the Roosevelt Room of the White House, president Bush began laying the groundwork for his Reading First initiative.

这意味着我们将以科学依据的知识作为课程的基石，因此我感谢里德·莱昂及其他专家。

It means we're gonna have scientific based knowledge be the cornerstone of our curriculum, and that's why I appreciate Reed Lyon and others' experts.

那天，在罗斯福厅与新总统在一起的，是一些全国顶尖的阅读科学家。

In the Roosevelt Room that day with the new president were some of the nation's top reading scientists.

其中一位是里德·莱昂。

One was Reed Lyon.

你在上一集中见过他。

You met him in the last episode.

苏珊·纽曼也在场，她就是那位在德克萨斯州会议上与劳拉·布什一见如故的教育学教授。

And Susan Newman was there too, the education professor who had hit it off with Laura Bush at that conference in Texas.

把科学研究成果付诸实践这个想法，我觉得简直是天堂。

The whole idea that we would take scientific findings and put them in practice was like, I thought, this is nirvana.

苏珊·纽曼辞去了教职，加入布什政府，担任教育部助理部长。

Susan Newman took a leave from her faculty job to join the Bush as an Assistant Secretary of Education.

里德·莱昂则成为总统在阅读领域的首席顾问。

And Reed Lyon became the president's top adviser on reading.

你知道，我不是共和党人。

You know, I wasn't a Republican.

但他投票给布什，是因为他对学校遵循阅读科学的理念感到无比兴奋。

But he'd voted for Bush because he was so excited about the idea of schools following the science of reading.

他认为阅读不应该是党派问题。

He didn't think reading should be a partisan issue.

但它确实成了党派问题。

It was, though.

保守派长期以来一直倡导语音教学，而科学研究让他们感到自己的主张得到了证实。

Conservatives had been pushing for phonics instruction for a long time, and they were feeling vindicated by the scientific research.

事实上，共和党在2000年的党纲中就已经支持了语音教学。

In fact, Republicans had endorsed phonics in their party platform in 2000.

关注科学。

Pay attention to science.

关注研究。

Pay attention to research.

这是卡尔·罗夫在2001年共和党领导人会议上为总统的‘阅读第一’计划游说时的情景。

This is Karl Rove at a Republican leadership conference in the 2001, stumping for the president's reading first proposal.

而研究告诉我们，自然拼读法是有效的，而不是某些花哨的心理学空谈项目。

And what we know from research is phonics works, not some fancy program of psychological babble.

共和党政治家专注于自然拼读法，这让里德·莱昂感到不安。

Republican politicians focusing on phonics made Reed Lyon nervous.

是的。

Yes.

许多学校都缺少自然拼读教学。

Phonics instruction was missing in many schools.

是的，科学研究已经表明，自然拼读至关重要。

And yes, scientific research had shown that phonics is critical.

但里德·莱昂并不希望学校仅仅增加自然拼读教学。

But Read Lion didn't want schools to just add phonics instruction.

他希望学校彻底淘汰基于猜测理论的课程。

He wanted schools to get rid of programs based on the queuing theory too.

阅读行动的一部分，就是要确保这些东西被彻底清除。

Part of Reading Force is to make sure that stuff was gone.

它就是要消除这些东西。

It was trying to get rid of that stuff.

正确。

Correct.

是的。

Yeah.

因为现在你已经有了多少年关于线索系统无效的相反证据？

Because now you have how many years of contrary evidence for the effectiveness of cueing systems.

那么，为什么阅读第一项目要为那些在哲学或理论上完全没有坚实证据的东西买单呢？

So why would reading first pay for something that was philosophically or theoretically devoid of any solid evidence?

你为什么要这么做？

Why would you do that?

你为什么要花这笔钱在上面？

Why would you spend money on that?

他说，这一策略并不是聚焦于学校教授阅读方式的错误之处。

He says the strategy was not to focus on what was wrong with how schools were teaching reading.

这种策略是试图让学校采用基于科学研究的阅读项目。

The strategy was to try to get schools to use reading programs that were based on scientific research.

但根据里德·莱昂的说法，早在2001年，符合这一标准的项目只有两个。

But there were only two programs that fit that bill back in 2001, according to Reed Lyon.

只有两个。

Only two.

在那一年的九月，为推动阅读第一计划获得支持，布什总统前往佛罗里达州一所使用其中某个项目的学校。

In September year, as part of his push to get support for Reading First, president Bush went to a school in Florida that was using one of those programs.

早上好。

Good morning.

那些很棒的

Those wonderful

总统访问了一个二年级班级，观看了一节阅读课。

The president visited a class of second graders to watch a reading lesson.

把书打开到这一课

Open your book up to lesson

第153页的第60题。

60 on page one fifty three.

老师使用的课程被称为直接教学法。

The curriculum the teacher is using is called direct instruction.

它最初是在20世纪60年代开发的。

It was originally developed in the 1960s.

准备好。

Get ready.

微笑。

Smile.

是的。

Yes.

微笑。

Smile.

拼读出来。

Sound it out.

准备好。

Get ready.

什么词？

What word?

微笑。

Smile.

对。

Yes.

微笑。

Smile.

直接教学是一种非常结构化的项目，重点在于拼读单词，而不使用任何提示策略。

Direct instruction is a very structured program with a big focus on sounding out words and none of the queuing strategies.

那个词是什么？

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.

E。

E.

孩子们排成行坐着。

Children are sitting in rows.

他们的老师站在教室前面。

Their teacher is at the front of the room.

他们正在读一个叫《宠物山羊》的故事。

They're reading a story called The Pet Goat.

老师在孩子们读单词时，用手指敲着书本。

The teacher is tapping on the book as the kids read the words.

整个场景带有一种老式女教师的氛围。

The whole thing has a bit of an old fashioned schoolmarm vibe to it.

声音清晰响亮。

Nice and loud, crisp voices.

继续。

Let's go.

听到，亲吻。

Heard, kiss.

这种教学方式在21世纪初并不流行，尤其是在富裕的郊区，当时人们认为孩子们不需要这种直接教学。

This kind of instruction was not fashionable in the early two thousands, especially in affluent suburbs where the thinking was kids don't need this kind of direct instruction.

但这里并不是一个富裕的郊区。

But this was not an affluent suburb.

这是一所贫困的学校，学生几乎全是非裔和西班牙裔。

This was a poor school, almost all black and Hispanic students.

而且考试成绩正在上升。

And test scores were going up.

这种阅读课程正是布什希望在更多学校推广的。

This was the kind of reading program Bush wanted in more schools.

哦，这些孩子都是很棒的读者。

Oh, these are great readers.

是的，他们确实是。

Yes, they are.

非常出色。

Very impressive.

也非常感谢你们向我展示你们的阅读能力。

Thank you also very much for showing me your reading skills.

布什微笑着与二年级学生交谈。

Bush is smiling as he chats with the second graders.

他们晚上读得比以前多了。

Reading more than they were in the evening.

哦，是的。

Oh, yes.

但仔细看看他的表情，你会发现有些事情让他烦恼。

But look closely at his face, and you can see that something is bothering him.

就在几分钟前，他的首席幕僚走过来，在他耳边低语，告诉他第二架飞机撞上了世贸中心。

Moments earlier, his chief of staff had walked over and whispered in his ear to tell him that a second plane had hit the World Trade Center.

阅读课结束后，布什来到学校图书馆，在一群孩子的包围下向全国发表讲话。

When the reading lesson is over, Bush goes to the school library where he addresses the nation surrounded by school children.

女士们、先生们，这是美国艰难的时刻。

Ladies and gentlemen, this is a difficult moment for America.

不幸的是，我在讲话后将返回华盛顿。

I, unfortunately, will be going back to Washington after my remarks.

回到华盛顿，几乎所有注意力都集中在恐怖主义上。

Back in Washington, pretty much everything was focused on terrorism.

但有一项国内政策议题仍被视为最高优先事项，即总统的教育计划，其中包括他的‘阅读第一’提案。

But there was one domestic policy issue that remained a top priority, the president's education plan, which included his Reading First proposal.

乔治·布什不会放弃这一计划。

George Bush was not going to give up on that.

而在国会山，有着巨大的支持力量。

And there was a huge amount of support on Capitol Hill.

共和党和民主党都纷纷支持这一计划。

Republicans and Democrats were lining up behind it.

但在华盛顿之外，也存在反对声音。

But there was opposition outside the Beltway.

其中一些反对来自对排队理论有利益关联的人，包括开发了该理论的新西兰女性玛丽·克莱。

And some of that opposition was coming from people who had a stake in the queuing theory, including the woman from New Zealand who had developed that theory, Mari Clay.

她经常来美国，与使用她的阅读恢复计划的人们合作。

She came to The United States a lot to work with people here who were using her reading recovery program.

在其中一次访问中，她前往华盛顿特区，会见了国会山的一位名叫鲍勃·斯威特的人。

And on one of those trips, she went to DC to meet with a guy on Capitol Hill named Bob Sweet.

鲍勃·斯威特是美国众议院教育与劳动力委员会的工作人员。

Bob Sweet was the staff member on the Education and Workforce Committee in the US House of Representatives.

这是里德·莱昂。

This is Reed Lyon.

他记得接到过鲍勃·斯威特的电话。

He remembers getting a phone call from Bob Sweet.

他打电话说，他刚与玛丽·克莱及其一些同事会面。

He called and said that he had just met with Mari Clay and some of her colleagues.

克莱和她的同事们希望他们的阅读恢复项目能够有资格获得总统‘阅读第一’计划中即将拨付的数十亿美元联邦资金。

Clay and her colleagues wanted their reading recovery program to be eligible for the billions of dollars in new federal money that was gonna be part of the president's Reading First initiative.

鲍勃·斯威特是负责起草这项立法的国会工作人员。

And Bob Sweet was the congressional staffer in charge of writing the legislation.

我接下来要告诉你们的关于鲍勃·斯威特与玛丽·克莱会面的情况，基于他几年前去世前写的一封电子邮件。

What I'm gonna tell you about Bob Sweet's meeting with Mari Clay is based on an email he wrote before he died a few years ago.

读一读里德·莱昂对鲍勃·斯威特在会后打来的那通电话的记忆。

And read Lyon's memory of that phone call he got from Bob Sweet after the meeting.

根据这些描述，事情是这样的。

Here's what happened according to those accounts.

玛丽·克莱和她的同事们来到了国会山的雷伯恩众议院办公大楼。

Mari Clay and her colleagues came to the Rayburn House Office Building on Capitol Hill.

他们与鲍勃·斯威特在一间小会议室会面。

They met in a small conference room with Bob Sweet.

玛丽·克莱问他，她的项目是否符合阅读第一计划的联邦资金资格。

Mari Clay asked him if her program would be eligible for federal funding under Reading First.

他告诉她不行。

He told her no.

但他告诉她，她有机会修改她的项目，加入教师解码技能的适当培训。

But he said to her that she had an opportunity to modify her program and to include the proper training for teachers in decoding skills.

他在邮件中写道：我告诉她，她可以帮助推动阅读科学的发展。

He wrote in the email, I told her that she could help to turn the tide towards reading science.

当时，他写道，克莱夫人用坚定的眼神看着我，说：‘我们的项目不会做任何改变，但我们会修改对阅读恢复项目的描述，以符合法律要求。’

At that point, he wrote, Dame Clay looked at me with steely eyes and said, we will not change a thing in our program, but we will modify our description of reading recovery to comply with the law.

玛丽·克莱并不是唯一一个想要保护自己项目的人。

Mari Clay wasn't the only person with a program to protect.

其他人也在推广基于排队理论的项目。

Other people were promoting programs based on the queuing theory too.

而现在，有一项重要的联邦立法，得到了共和党和民主党共同支持。

And now there was this big piece of federal legislation with support from Republicans and Democrats.

这项立法指出，排队理论缺乏证据支持。

And this legislation was saying the queuing theory was not backed by evidence.

这不算科学。

It's not science.

这对那些信念、声誉和生计都依赖于该理论的人构成了威胁。

And that was a threat to people whose beliefs, reputations, and livelihoods rested on that theory.

总统的‘阅读第一’提案于2001年12月作为《不让一个孩子掉队法案》的一部分获得通过，获得了巨大的两党支持。

The president's reading first proposal passed in December 2001 as part of the No Child Left Behind Act with huge bipartisan support.

赞成票为87票。

The ayes are 87.

反对票为10票。

The nays are 10.

参议院中只有10票反对这项法案。

There were only 10 votes against it in the Senate.

但要说服学校采用基于阅读科学的项目并不容易，因为许多学校已经习惯了他们现有的做法。

But it wasn't going to be easy to convince schools to adopt programs based on the science of reading because a lot of them liked what they were already doing.

而许多学校目前采用的方法正是基于玛丽·克莱的阅读恢复项目，这种做法由我将在广告后介绍的两位女性推广开来。

And what a lot of them were already doing was an approach based on Mari Clay's Reading Recovery program, an approach that was made popular by the two women I'm gonna introduce you to next after a break.

嗨。

Hi.

我是艾米莉，我在这里提醒您，《售出的故事》是独立公共媒体新闻的成果。

It's Emily, and I'm here to remind you that Sold a Story is a product of independent public media journalism.

这种严谨的长篇调查报道需要大量的人力和时间。

This kind of rigorous long form investigative reporting involves a lot of people and a lot of time.

制作成本很高，但我们坚持做，因为这项工作具有影响力。

It's expensive to produce, but we do it because the work has impact.

您现在可以通过在 soultostory.org/donate 捐款，或点击节目说明中的链接来支持我们的持续报道。

You can support our ongoing reporting right now by making a donation at soultostory.org/donate or clicking on the link in the show notes.

当我开始调查儿童如何学习阅读以及为什么学校中根深蒂固着错误理念时，这两个名字不断出现：丰塔斯和皮内尔。

When I started doing all this reporting on how kids learn to read and why there's this wrong idea entrenched in schools, these two names kept coming up, Fountas and Pinnell.

家长们会提到丰塔斯和皮内尔。

Parents would mention Fountas and Pinnell.

研究人员也会提到他们。

Researchers would mention them.

教师们也是如此。

Teachers would too.

他们告诉我，如果你想了解为什么平衡阅读法在美国学校中依然如此盛行，你就必须关注两位女性：艾琳·丰塔斯和盖·苏·皮内尔。

They were telling me, if you wanna understand why queuing is still so big in American schools, you've gotta look at two women whose names are Irene Fountas and Gay Sue Pinnell.

过去几年里，我多次尝试采访她们，但每次都遭到拒绝。

I've tried several times over the past few years to get an interview with them, but they've said no every time.

所以我不得不通过阅读他们的书籍、与他人交谈以及寻找他们的录音、演讲和访谈等内容来了解他们。

So I've had to learn about them through reading their books, talking to other people, and looking for recordings of them, speeches, interviews, things like that.

当与我一起制作这个故事的记者正在查阅一些档案时，发现了一盘2001年的录像带，上面写着他们的名字，我们就知道必须看这盘录像。

When the reporter who's working on this story with me was searching through some archives and found a videotape from 2001 with their names on it, we knew we needed to watch it.

但现在谁还拥有录像机呢？

But who has a VCR these days?

我最终在Facebook市场找到了一台，位于布鲁克林最边缘的地方。

I ended up finding one on Facebook Marketplace that was at the very far edges of Brooklyn.

这是我的同事克里斯托弗·皮克。

This is my colleague, Christopher Peak.

他正从他在布鲁克林的公寓里和我通话。

He's talking to me from his apartment in Brooklyn.

去年秋天的一个周六早晨，他出发去取这台录像机。

On a Saturday morning last fall, he set out to go get this VCR.

我们已经快到岛屿的边缘了。

We're getting very close to the edge of the island.

到那儿得花一个小时。

Takes a good hour to get there.

得走不少路。

Lots of walking involved.

他终于到了正确的地址。

He finally gets to the right address.

一个男人在外面等他。

A guy meets him outside.

克里斯托弗付给他15美元现金，把这台老旧的录像机装进帆布包，带回到公寓里，然后打开它。

Christopher pays him $15 in cash, takes this big old VCR back to his apartment in a duffel bag, and fires it up.

我把录像带放进去，屏幕上出现了我们一直在找的两位作者：丰塔斯和帕内尔。

I put the video in, and there on screen are these two authors we've been looking for, Fountas and Pannell.

我是盖·苏帕内尔，这是

I'm Gay Supanell and this is

我的合著者艾琳·丰塔斯。

my co author Irene Fountas.

学习阅读是一个持续的过程。

Learning to read is a continuous process.

视频展示的是我们听说过的那种方法——提示法，它在屏幕上清清楚楚地呈现出来了。

And what it showed was that this method we've heard about, cueing, it was all there on screen.

看图验证。

Check the picture.

看看他们

Look at the They

他们并没有教孩子们用自然拼读法来拼读单词。

were not teaching kids to use phonics to sound things out.

他们教的是利用其他所有信息来源来推测单词是什么。

They were teaching them to use all the other sources of information to figure out what words were.

你说的是卡车，你。

You said truck you.

这合理吗？

Does that make sense?

你看到这些可怜的孩子在简单单词上苦苦挣扎。

And you see these poor kids struggling over very simple words.

老师们没有教孩子们拼读，而是让他们使用其他任何方法。

And the teachers, instead of saying sound it out, they're telling to use basically anything else.

太棒了。

Wonderful.

让我们把书合上一会儿。

Let's close our books for a minute.

正如我提到的，这个视频来自2001年。

As I mentioned, this video is from 2001.

就在同一年，布什政府正在推动其‘阅读优先’计划，而艾琳·丰塔斯和盖伊·苏·平内尔则将这些策略作为‘指导性阅读’方法的一部分进行推广。

So the same year the Bush administration was pushing its reading first proposal, Irene Fountas and Gay Sue Pinnell were pushing these strategies as part of an approach called guided reading.

指导性阅读是玛丽·克莱阅读恢复计划的一个版本。

Guided reading is a version of Mari Clay's reading recovery program.

但它并不仅仅针对阅读困难的一年级学生。

But it's not just for struggling first graders.

指导阅读适用于所有年级的所有孩子。

Guided reading is for all kids at all grade levels.

让我们一起读一下。

Let's read that together.

我喜欢帮忙。

I like helping.

我会帮你的。

I will help you.

你知道吗？

You know what?

在指导阅读中，孩子们会得到我上一期提到的那种小书。

In guided reading, kids are given the same kinds of little books I told you about in the last episode.

这些书里的单词是孩子们还没学过的。

Books with words the children haven't been taught how to read.

但书里有图片可以帮助他们猜测。

But there are pictures to help them guess.

丰塔斯说，教师可以进行她称之为词汇练习的活动。

And Fountas says teachers can do what she calls word work.

使用展示架、小黑板、白板或磁性字母，让孩子们参与词语和词部分的练习。

Use an easel, small chalkboard, white dry erase board, or magnet letters to involve children in working with words and parts of words.

但丰塔斯说，词汇练习只需持续一到两分钟，而且并不是必需的。

But Fountas says word work should only last one or two minutes, and she says it's not necessary.

词汇练习是课程中可选的部分。

Word work is an optional part of the lesson.

它对某些读者会非常重要。

It'll be very important for some readers.

对于那些在阅读时需要更快解词的孩子，你希望加入这项练习。

You will want to include it for children who need to solve words more quickly as they read The

这里的理念是，大多数孩子可以在没有词汇练习的情况下学会阅读。

idea here is that most kids can learn to read without word work.

只有部分孩子需要它，而且他们只需要一点点。

It's only some kids who need it, and they only need a little bit.

因为，根据这一理论，使用字母只是识字的一种方式。

Because, the theory goes, using letters is just one way to figure out a word.

这直接来自玛丽·克莱。

This comes straight from Mari Clay.

在丰塔斯和平内尔推广这种指导性阅读方法之前，他们一直在推广克莱的阅读恢复项目。

Before Fountas and Pinnell started promoting this guided reading approach, they were promoting Clay's reading recovery program.

事实上，盖·苏·平内尔就是1984年将阅读恢复项目引入美国的俄亥俄州立大学的教授之一。

In fact, Gay Sue Pinnell was one of the professors at Ohio State who had brought reading recovery to America in 1984.

丰塔斯也是马萨诸塞州莱斯利学院的一名教授。

Fountas was a professor too at Leslie College in Massachusetts.

到乔治·W.

And by the time George W.

布什签署《阅读第一》法案时，这两位女性已成为美国教育界的一个品牌。

Bush signed his Reading First initiative into law, these two women were a brand in American education.

她们在1996年出版了一本关于指导性阅读方法的书，这本书成为她们出版商的畅销书。

They had written a book in 1996 about their guided reading approach, and that book became a bestseller for their publisher.

它大受欢迎，简直疯狂地火。

It was a huge hit, just crazy hit.

丽莎·卢迪克是这家出版社的编辑之一。

Lisa Ludicke was one of the editors at the publishing company.

从那时起，我们开始出版富恩塔斯和平内尔的一系列书籍。

And from that point on, we started publishing a series of books by Fountas and Pinnell.

富恩塔斯和平内尔写的某些书是关于自然拼读的。

Some of the books Fountas and Pinnell wrote were about phonics.

他们并不是完全否定自然拼读，而是认为你可以不依赖它来教孩子阅读。

They weren't saying no to phonics, but they were saying you can teach a child to read without it.

他们不强制要求自然拼读，这一点正是许多教师青睐其指导性阅读方法的原因。

And the fact that they weren't insisting on phonics was part of the appeal of their guided reading approach for many teachers.

我得说，我爱上了它。

I have to say I fell in love with it.

我立刻就爱上了它。

I instantly fell in love with it.

玛莎·杜尔巴诺在大学里学习的是全语言教学法。

Marsha Durbano was taught the whole language approach in college.

她毕业时认为自己不应该教自然拼读，但在参加了一个为期一周的暑期研修班，从丰塔斯和潘内尔那里学习了指导性阅读之前，她并不清楚到底该教什么。

She graduated thinking she wasn't supposed to teach phonics, but she didn't really know what to teach until she went to a week long summer institute where she learned about guided reading from Fountas and Pannell.

它看起来似乎

It seemed to

符合我对孩子学习方式的哲学理念，而且这种方法非常实用、易于使用。

fit the philosophy of how I thought kids should learn, and the approach was so it seemed so practical and user friendly.

你当时学到了新东西吗？

And were you learning something new?

这是你的理解吗？

Was this your understanding?

是的。

Yes.

那什么新在哪儿呢？

And what was so new about it?

一种不涉及语音教学的儿童阅读教学新方法。

A new approach to teaching kids to read that did not involve phonics.

玛莎·杰尔巴诺于1998年开始在一年级学生中实施引导式阅读。

Marsha Gerbano started teaching guided reading with her first graders in 1998.

她说，到2000年代初，引导式阅读似乎无处不在。

She says by the early 2000s, guided reading seemed to be everywhere.

这就是全部。

This was everything.

据我所知，这就是所有人教授阅读的方式。

This was how, to my knowledge, everyone was teaching, teaching reading.

我觉得自己参与了一场令人兴奋的变革。

I felt like I was part of this exciting movement.

莎拉·加农也教授引导式阅读。

Sarah Gannon taught guided reading too.

她是在密歇根大学上学时第一次了解到这种方法的。

She first learned about it when she was in college at the University of Michigan.

她在一门课上被分配了丰塔斯和皮内尔的指导阅读书籍。

She was assigned Fountas and Pinnell's guided reading book in a class.

她从未询问过指导阅读背后的科研依据。

She never asked about the research behind guided reading.

她从未想过要问。

She never thought to ask.

因为丰塔斯和皮内尔是教授。

Because Fountas and Pinnell were professors.

她的教授们布置了他们的著作。

Her professors had assigned their work.

她为什么要质疑呢？

Why would she question it?

我信任他们是专家。

I trusted that they're experts.

我信任这就是教孩子阅读的方法。

I trusted that this is the way you teach reading.

我的意思是，他们怎么可能错呢？

Like, how could they be how could they be wrong?

据我所知，Fountas 和 Pinnell 并不认为自己错了。

Fountas and Pinnell didn't think they were wrong as far as I can tell.

正如我所说，我没能和他们谈过。

Like I said, I haven't been able to talk to them.

我不知道他们在2000年代初是怎么想的。

I don't know what they were thinking back in the early two thousands.

他们一定听说过关于阅读的科学研究。

They had to have heard about the scientific research on reading.

当时有政府发布的关于这项研究的大型报告。

There were big government reports about that research.

这在新闻中也有报道。

It was in the news.

但我认为他们只是不认同，因为他们有玛丽·克莱的研究。

But I think they just didn't agree with it because they had Mari Clay's research.