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。
在二十世纪九十年代初，坦普尔·爱尔兰·罗森伯格在新罕布什尔州朴茨茅斯的一家小公司找到了一份临时工作。
In the early nineteen nineties, Temple Ireland Rosenberger got a temp job at a small company in Portsmouth, New Hampshire.
她的主管对她说：
And her supervisor said to her
不管怎样，千万不要接电话时说‘喜力’。
Whatever you do, do not answer the phone Heineken.
我接的第一个电话，就说了：您好，喜力。
And the very first call I took, I said, good afternoon, Heineken.
但她其实并不在喜力公司工作。
But she wasn't working at Heineken.
她是在海涅曼公司工作。
She was working at Heinemann.
海涅曼是一家教育出版公司。
Heinemann is an educational publishing company.
坦普尔说，那是一家很棒的工作单位。
Temple says it was a great place to work.
加布里埃尔·普莱斯也是。
Gabriel Price too.
那真的太棒了。
It was really awesome.
他是一名销售代表。
He was a sales rep.
就像那种你在情景喜剧里看到的场景，那个人骑着滑板去上班，还在走廊里滑着滑板，和一位65岁的编辑击掌。
It's like one of those, you know, like you see in a sitcom or something like that where the guy skateboards to work and he's like skateboarding down the hallway, high fiving some 65 year old editor.
这不仅仅是个有趣的地方。
It wasn't just a fun place.
这份工作很有意义。
The work was meaningful.
这是一个人们热衷于教育、热衷于帮助教师的地方。
It was a place where people were passionate about education and passionate about helping teachers.
我们所有人都肩负着一项使命。
We all were on a mission.
丽莎·卢德克是一位编辑。
Lisa Luedeke was an editor.
你知道，我曾经是一名教师。
You know, I've been a teacher.
每次我看到一份手稿，我都会想，我该怎么在课堂上使用它？
Every time I looked at a manuscript, I thought, how would I use that in my class?
海涅曼出版社于20世纪70年代末从英国来到美国。
Heinemann came to The United States from Britain in the late nineteen seventies.
当时，美国出版市场由几家大型传统教科书公司主导。
At the time, the American publishing market was dominated by big traditional textbook companies.
但海涅曼决定专注于一种新型图书——面向教师的专业书籍。
But Heinemann decided to focus on a new kind of book, professional books for teachers.
有点像自助类书籍，充满了如何教授阅读和写作的技巧与建议。
Kind of like self help books, full of tips and advice for how to teach reading and writing in particular.
这些书一经推出便迅速走红。
These books immediately took off.
这是丹·托宾。
This is Dan Tobin.
他从事教育出版业数十年。
He worked in educational publishing for decades.
这成了一门非常赚钱的生意。
It became a very lucrative business.
这是《售出的故事》第五集，来自APM报道的播客。
This is episode five of sold a story, a podcast from APM reports.
我是艾米莉·汉福德。
I'm Emily Hanford.
在第一集中，我告诉过你们，这个播客将聚焦于四位作者及其出版公司。
In episode one, I told you that in this podcast, we would be focusing on four authors and the company that publishes their work.
海因曼曼就是那家公司。
Heinemann is that company.
二十多年来，海因曼曼主要专注于为教师出版的专业书籍。
For more than two decades, Heinemann focused mostly on those professional books for teachers.
致力于教师成为公司的标志性标语。
Dedicated to teachers became the company's trademark tagline.
但到了2000年代初，海涅曼开始超越这些教师专业书籍，涉足更传统出版社所出版的产品类型。
But by the early two thousands, Heinemann was expanding beyond those professional books into the kinds of products put out by more traditional publishers.
但海涅曼仍保持其与其它出版公司不同的早期定位。
But Heinemann maintained its early identity as different from other publishing companies.
这帮助海涅曼将其产品推广到学校，并使公司赚取了大量利润，尽管有证据表明他们销售的一些产品效果并不理想。
And this helped Heinemann get its product into schools and helped the company make a lot of money, despite evidence that shows some products they are selling don't work very well.
海涅曼为美国市场出版的第一本书是玛丽·克莱的论文集，她是一位来自新西兰的女性，创建了阅读恢复项目。
The first book that Heinemann published for The US market was a collection of papers by Marie Clay, the woman from New Zealand who created the reading recovery program.
海涅曼于1983年出版了露西·凯金斯的第一本书，并几乎出版了她此后撰写的所有书籍。
Heinemann published Lucy Cawkins' first book in 1983 and almost every book she's written since.
它还出版了艾琳·丰塔斯、盖伊·苏·佩内尔等其他作者的书籍。
It published books by Irene Fountas and Gay Sue Penel and other authors too.
这是克里斯汀·威尔斯，她曾是一名客户经理。
This is Christine Wells, who was an account manager.
你知道吗，当学校为教师举办开学日活动时，我曾见过学区一次性购买数千本同一本书，分发给每一位教师。
You know, when they have those first day of school for the teachers, I had districts buy thousands of copies of a single book just to give to every teacher.
海因曼公司拥有那些被广泛传播的资料。
Heinemann had the stuff that was being circulated.
你知道，他们确实有好东西。
You know, they just they had the goods.
这是坦普尔·爱尔兰·罗森伯格，就是那个不小心接起电话、把海因曼说成海尼根的人。
That's Temple Ireland Rosenberger again, the one who accidentally answered the phone, Heineken.
她进入市场营销部门工作，但她表示海因曼图书根本不需要那么多市场营销。
She got a job in marketing, but she says Heinemann Books didn't need that much marketing.
我会把它称为社交媒体出现之前的社交媒体。
I would call it social media before there was social media.
对吧？
Right?
也就是说，社交媒体其实就在学校里。
Like, it was the social media was in the school.
是的，我要把我的书给你。
It was, I'm gonna pass you my book.
我要把这东西给你。
I'm gonna pass you this thing.
还有就是贸易展。
And it was trade shows.
就是去参加，你知道的，比如，你听说了吗？
It was going to, you know, like, oh, did you hear about this?
她记得去参加这些贸易展。
She remembers going to these trade shows.
我看到一位老师哭着说，这本书改变了我的人生。
I saw a teacher crying saying this book changed my life.
那些迫切需要阅读教学帮助的老师告诉我，这些书简直是天赐之物。
Teachers who were desperate for help on how to teach reading told me these books were god sends.
比如克里斯汀·克罗宁。
Like Christine Cronin.
她是波士顿的一位老师，曾试图加入布什的‘阅读第一’计划，但表示所给的课程显得过时。
She's the teacher in Boston who tried to get on board with Bush's Reading First program, but said the curriculum she was given felt old fashioned.
她记得自己看着丰塔斯、潘内尔和露西·卡金斯的图片和书籍，心想：这就是我希望我的教室变成的样子。
She remembers looking at the pictures and books by Fountas and Pannell and Lucy Calkins and thinking, that's what I want my classroom to be like.
他们描绘了一幅阅读教学的图景，看起来很美好，像是光线柔和的房间。
They framed a picture of reading instruction that seemed beautiful, like softly lit rooms.
孩子们将拥有舒适的角落，可以蜷缩在那里读一本好书。
Kids were gonna have cozy nooks where they were curling up with a good book.
它触动了你的心灵，也启迪了你的思想。
It got your heart along with your mind.
海涅曼出版社不仅仅出版关于如何教学的书籍。
Heinemann wasn't just publishing books about how to teach.
海涅曼出版社还出版了关于教学政治的书籍，尤其是关于阅读教学的政治。
Heinemann was publishing books about the politics of teaching too, and in particular, the politics of teaching reading.
在21世纪初，随着布什‘阅读第一’计划的争议愈演愈烈，海涅曼出版了诸如这样的书籍。
In the early two thousands, as the battle was heating up over Bush's Reading First program, Heinemann published books with titles like this.
《老大哥与国家阅读课程：意识形态如何压倒证据》
Big Brother and the National Reading Curriculum, How Ideology Trumped Evidence.
《为政治、利润与教育的碰撞辩护》
In Defense of When Politics, Profit, and Education Collide.
《为利润而阅读：底线如何拖垮了孩子》
Reading for Profit, How the Bottom Line Leaves Kids Behind.
这些书的核心信息是：别干涉学校。
The main message of these books was leave schools alone.
老师知道自己在做什么。
Teachers know what they're doing.
他们不需要政客和科学家告诉他们该怎么做。
They don't need politicians and scientists telling them what to do.
这些书还指出，这种基于科学的阅读教学主要是出版公司试图从公共教育中获利。
And the books were saying, this scientifically based reading instruction stuff is mostly about publishing companies trying to profit off public education.
露西·卡金斯在2002年对《华盛顿邮报》表示，政府希望出版商开发出告诉教师该做什么的课程。
Lucy Calkins told the Washington Post in 2002 that the government wanted publishers to make programs that tell teachers what to do.
她说，当然，这是一门大生意。
And she said, of course, it is big business.
但当然，海尼曼本身也是一家企业。
But of course, Heinemann was a business too.
它也需要像所有企业一样赚钱。
It needed to make money like all businesses do.
在21世纪初，海尼曼的母公司正在寻找新的增长领域。
And in the early two thousands, Heinemann's parent company was looking for new areas of growth.
在2004年的一次收益电话会议上，首席执行官指出，由于布什的教育政策，市场对评估系统的需求日益增长，这些系统用于衡量学生进步，以及帮助阅读困难学生的干预项目。
In a 2004 earnings call, the CEO noted there was growing demand because of Bush's education policies for assessment systems to gauge student progress and for intervention programs to help struggling readers.
海尼曼开始开发产品以满足这一需求。
Heinemann began creating products to meet that demand.
你好。
Hello.
我是安吉拉·埃弗雷特，我来帮助您了解您的LLI系统。
I'm Angela Everett, and I'm here to help you unpack your LLI system.
海涅曼的新产品之一是LLI，即分级识字干预。
One of Heinemann's new products was LLI, leveled literacy intervention.
这是来自北卡罗来纳州的一位阅读专家正在拆开一个新的LLI套装。
This is a reading specialist in North Carolina unpacking a new LLI kit.
她将这段视频上传到了YouTube。
She posted this video to YouTube.
你可以从一号盒子开始。
You wanna start with box number one.
当你打开一号盒子时，你会把它从纸箱里拿出来，然后你会看到你
When you open up box one, you'll pull it out of the carton, and you'll see you
分级识字干预是一项供教师用于帮助阅读困难儿童小组的项目。
Leveled literacy intervention is a program for teachers to use with small groups of children who are struggling with reading.
这是由丰塔斯和皮内尔开发的。
It's by Fountas and Pinnell.
它基于我们在这个播客中一直讨论的同一个错误理念。
And it's based on the same flawed idea we've been talking about in this podcast.
这种观点认为，孩子不需要学习如何拼读单词，因为还有其他方法可以推断单词的意思。
The idea that kids don't need to learn how to sound out words because there are other ways to figure out what the words say.
我从海涅曼订购了一套这种LLI教材。
I ordered one of these LLI kits from Heinemann.
这套教材花了我3947美元。
It cost $3,947.
当它送到我家时，我震惊了。
And when it arrived at my house, I was shocked.
我以为只会收到一个箱子，结果却有十个。
I think I was expecting one box, but there were 10.
十个又大又重的箱子。
10 big, heavy boxes.
我儿子们把箱子搬到了地下室，我花了三个多小时才把它们全部拆开。
My sons hauled the boxes to our basement, and it took me more than three hours to unpack them all.
那段时间我大部分都在撕掉成套分级读物的塑料包装。
I spent most of that time peeling plastic wrap off sets of leveled books.
从第一集开始，你就一直在听说分级读物。
You've been hearing about leveled books since the first episode.
还记得科琳·亚当斯被告知她儿子查理达到了某个阅读级别，但随后却无法读出书中的单词吗？
Remember when Corinne Adams was told that her son Charlie was on level, and then he couldn't read the words in the book?
他的学校使用分级读物，并且用富恩塔斯和皮内尔的产品来确定他的阅读水平。
His school was using leveled books, and they were using a Fountas and Pinnell product to determine his reading level.
这被称为基准评估系统。
It's called the benchmark assessment system.
它最早于2007年推出。
It first came out in 2007.
首先，让学生口头朗读一篇文本。
First, the student reads a text orally.
这是艾琳·富恩塔斯在培训视频中的画面。
This is Irene Fountas in a training video.
学生完成口头朗读后，计算其准确率。
After the student has finished the oral reading, calculate the accuracy rate.
富兰特和皮内尔的基准评估系统配备了一个专门设计的计算器，帮助教师计算孩子的准确率。
Fountas and Pinnell's Benchmark Assessment System comes with a specially designed calculator to help a teacher find a child's accuracy rate.
这个计算器上印有富兰特和皮内尔的标志。
The calculator has Fountas and Pinnell's logo on it.
教师输入书中单词的总数，然后输入孩子出现的错误数量。
The teacher punches in the number of words in the book, then punches in the number of errors the child made.
如果孩子能正确读出至少95%的单词，并能回答一些理解性问题，那么这本书就处于孩子独立阅读的水平。
A book is at a beginning reader's independent reading level if the child got at least 95% of the words right and can answer some comprehension questions.
我们将在本集的第二部分回到这个评估系统，讨论相关研究。
We're gonna come back to this assessment system in the second part of the episode to talk about the research on it.
我现在就告诉你，相关研究并不多。
I'll tell you now that there isn't much research.
但富兰特和皮内尔的基准评估系统以及他们为帮助落后儿童设计的分级识字干预项目，成为了海涅曼公司的畅销产品。
But Fountas and Panels benchmark assessment system and their leveled literacy intervention program for helping kids who are behind became blockbusters for Heinemann.
2013年，海涅曼的总经理表示，公司一半的销售额都来自这两款产品。
In 2013, Heinemann's general manager said that half of Heinemann's sales were coming from those two products alone.
海涅曼的另一款畅销产品是露西·卡金斯的课程。
Another top seller for Heinemann was the Lucy Calkins curriculum.
卡金斯创建了一套名为“学习单元”的教学材料包，帮助教师实施她的阅读与写作工作坊。
Calkins created a kit of materials called units of study to help teachers do her reading and writing workshop.
学区对卡金斯、丰塔斯和皮内尔的产品需求旺盛。
School districts were clamoring for products by Cawkins and Fountas and Pinnell.
我可以说，十次中有九次，客户都是主动找上门的。
I would say nine times out of 10, our customers came to us.
这是萨拉·帕克，她曾作为海涅曼的自由销售代表在北加州工作。
This is Sarah Parker, who freelanced as a sales rep for Heinemann in Northern California.
我从不做硬性推销。
I never did hard sells.
从来不需要。
Never had to.
我们采访过的前员工表示，当他们主动打电话时，觉得得到的接待与来自传统出版公司的销售代表截然不同。
And former employees we talked to said that when they did initiate the sales call, they think they got a different kind of reception than they would have if they'd been calling from one of the more traditional publishing companies.
每次我打电话并说自己是海涅曼的，人们似乎都松了一口气。
I felt like every time I called and I said it was from Heinemann, people kinda were almost, like, relieved.
这是克里斯汀·威尔斯，她曾担任客户经理。
This is Christine Wells again, who was an account manager.
你之前听过她的话。
You heard her earlier.
他们就是喜欢海涅曼。
They just liked Heinemann.
而且他们信任海涅曼。
So and they trusted Heinemann.
他们知道海涅曼关心教师，关心学校，致力于改善学校并帮助教师提升教学效果。
They know that they cared about teachers, and they cared about schools and improving schools and helping teachers become more effective.
我们想了解学区在海涅曼产品上花了多少钱。
We wanted to find out how much school districts spent on Heinemann products.
于是我的同事克里斯托弗·皮克向各州最大的学区发出了信息公开申请。
So my colleague Christopher Peek sent records requests to the largest school districts in every state.
我问他们过去十年在海涅曼产品上花了多少钱。
And I asked them how much money they'd spent on Heinemann products in the last decade.
所以你发出了100份请求，要求获取这些记录。
So you sent out a 100 requests asking for these records.
在我们录制这段内容的这一天，你已经收到了83个学区的记录。
On the day that we're recording this, you'd gotten records from 83 districts.
你发现了什么？
What'd you learn?
首先，我要说，美国有很多学区，大约有13,000个。
Well, let me say first, there are a lot of school districts in The United States, about 13,000.
所以这仅仅是少数几个学区。
So this is a small number of districts.
但我收到回复的这83个学区都是规模最大的。
But these 83 I heard from are some of the biggest.
它们代表了大量学生。
They represent a lot of students.
我们收到记录的学区中，除了五个以外，其余都在过去十年内购买了海涅曼的产品，花费了数百万美元。
All but five of the districts we got records from bought Heinemann products in the last decade and they spent millions.
佐治亚州的格温内特县学区花费了1400万美元，马里兰州的巴尔的摩县花费了1100万美元。
Gwinnett County Schools in Georgia, they spent $14,000,000 Baltimore County in Maryland, 11,000,000.
芝加哥花费了1100万美元。
Chicago, 11,000,000.
佛罗里达州的棕榈滩县学区花费了900万美元。
Palm Beach County Schools down in Florida, $9,000,000.
纽约市学区在海涅曼产品上花费了2100万美元。
The New York City Schools spent $21,000,000 on Heinemann products.
因此，总体来看，根据我们掌握记录的83个学区，我们计算出海涅曼在过去十年中至少获得了2.15亿美元。
So big picture here, from the 83 school districts that we have records for, we calculated that Heinemann received at least $215,000,000 over the last ten years.
而这2.15亿美元仅占该公司销售额的一小部分。
And that $215,000,000 represents only a fraction of the company's sales.
我们是否知道海涅曼每年的总收入是多少？
Do we know how much Heinemann makes in total every year?
海涅曼的母公司最近没有披露过相关信息。
Heinemann's parent company hasn't disclosed that recently.
他们上一次公开海涅曼的收入是在2013年。
The last time they made public what Heinemann was earning was in 2013.
当时，年销售额为1.59亿美元。
Back then sales were a $159,000,000 a year.
我想弄清楚海涅曼最近的盈利情况。
I wanted to figure out what Heinemann was making more recently.
于是我查阅了企业申报文件，并估算出该公司在疫情爆发前十年的总收入。
So I looked at corporate filings, and I was able to come up with an estimate of the total the company earned in the decade before the pandemic hit.
这些记录显示，海涅曼在这十年间的销售额至少达到16亿美元，实际可能还高出数亿美元。
What those records show is that Heinemann made at least $1,600,000,000 in sales in that ten year period, and it could have been hundreds of millions of dollars more.
所以，这家公司十年来的收入至少有16亿美元。
So that's how much the company has been taking in, at least $1,600,000,000 over a decade.
那我们一直关注的那些作者呢？
What about the authors we've been looking at?
我们不知道加布·苏皮内尔、艾琳·丰塔斯和露西·卡金斯从这些产品的销售中赚了多少钱。
We don't know how much Gabe Supinelle, Irene Fountas, and Lucy Calkins have made from the sales of these products.
但我们知道，它们是海涅曼的畅销书，而且我们知道这些人都很富有。
But we do know that they're bestsellers for Heinemann, and we do know that they are wealthy people.
关于他们的财富，我们了解多少？
And what do we know about their wealth?
我们知道，盖伊·苏皮内尔在2007年左右成立了一个教育基金会。
We know that Gaye Supinelle set up an educational foundation around 2007.
税务记录显示，她的基金会至少捐赠了980万美元。
Tax returns showed her foundation gave away at least $9,800,000.
其中大部分资金用于俄亥俄州立大学，支持阅读恢复计划和她的教学方法。
A lot of that money went to Ohio State to support reading recovery and her teaching methods.
我跟俄亥俄州立大学的一位人士聊过，他告诉我佩内尔开的是玛莎拉蒂。
Someone at Ohio State who I talked to told me Penel drove a Maserati.
没错。
That's true.
我找到了这些记录。
I found those records.
她确实买了一辆玛莎拉蒂。
She did buy a Maserati.
好的。
Alright.
那她的合著者艾琳·丰塔斯呢？
So what about her co author Irene Fountas?
丰塔斯拥有大量房地产。
Fountas owns a lot of real estate.
她在2006年以310万美元购买了她居住的房屋。
She paid $3,100,000 in 2006 for the house she lives in.
记录显示，她名下或共同拥有至少七处其他房产。
And records show she appears to own or co own at least seven other properties.
那露西·卡金斯呢？
And what about Lucy Calkins?
所以在上一集中，你提到卡金斯有一个有限责任公司。
So in the last episode, you mentioned Calkins has an LLC.
当学区聘请她或她的团队进行培训时，大部分资金都会流入这家公司。
This is where most of the districts send their money when they hire her or her team to do training.
我拿到了一些法院文件，显示了这家有限责任公司的价值。
And I got court documents that show the value of that LLC.
去年，它的价值接近2300万美元。
Last year, it was worth nearly $23,000,000.
露西·卡金斯、盖苏委员会、艾琳·丰塔斯以及他们的出版商海涅曼赚了很多钱。
Lucy Calkins and Gesu Panel and Irene Fountas and their publisher Heinemann have made a lot of money.
但他们所销售的产品背后的证据是什么？
But what's the evidence behind what they're selling?
他们的产品有效吗？
Do their products work?
它有效，因为它是基于阅读研究的。
It works because it's based on reading research.
不是基于市场研究，而是基于阅读研究。
Not on market research, but on reading research.
这是露西·卡金斯在2010年海涅曼公司制作的宣传视频中的画面，那一年她的课程首次推出。
This is Lucy Calkins in a promotional video produced by Heinemann in 2010, the year her curriculum first came out.
它为孩子们提供了我们现在知道所有读者都需要的条件。
It provides kids with the conditions that we now know all readers need.
最重要的是，阅读工作坊为孩子们提供了大量阅读的时间。
Above all, the reading workshop provides kids with time to read and read.
阅读。
Read.
阅读。
Read.
阅读。
Read.
她
She
她说她所推销的内容基于研究。
says what she's selling is based on research.
但在这段视频制作时，她的课程没有任何已发表的研究，一个都没有。
But there were no studies of her published curriculum when this video was made, not a single one.
研究成本高昂且难以开展，尤其是那种真正能证明一个项目是否有效的研究。
Studies are expensive and difficult to do, especially the kinds of studies that can actually show you if a program works.
你必须找到两组相似的孩子，一组实施该课程，另一组不实施，然后比较结果。
You have to identify two large groups of similar kids, have one group do the program, one group not, and compare the results.
大多数课程都没有经过这样的研究。
Most programs don't get studied like this.
但海涅曼公司确实出资进行了两项针对丰塔斯和皮内尔分级识字干预项目的此类研究。
But Heinemann did pay for two of these kinds of studies to be done on Fountas and Pinnell's leveled literacy intervention program.
海涅曼公司为这些研究支付了近200万美元。
Heinemann paid nearly $2,000,000 for these studies.
这些研究由孟菲斯大学的研究人员完成。
The studies were done by researchers at the University of Memphis.
这些研究显示，参加富恩塔斯和皮内尔分级阅读干预项目的幼儿园和一、二年级学生在阅读分级书籍方面有所进步。
The studies showed that kindergarteners and first and second graders who were in the Fountas and Pinnell Leveled Literacy Intervention Program got better at reading leveled books.
但这些研究也表明，该计划对孩子们拼读单词的能力没有明显影响。
But the studies also showed that the program had no discernible effects on their ability to sound out words.
换句话说，孩子们的阅读级别提升了，但他们的阅读能力并没有提高。
Another way to say that, kids moved up reading levels, but they didn't get better at reading.
我试图采访主要研究员，询问她对此的看法，但她拒绝了我。
I tried to get an interview with the lead researcher to ask her about this, but she wouldn't talk to me.
我与其他研究过这些研究的学者讨论时，他们认为这些研究设计良好，但指出这些研究并不能证明分级阅读干预项目在教授孩子成为优秀读者所需的基础技能方面有效。
Other researchers I discussed these studies with say the studies were well designed, but they say the studies don't show that the leveled literacy intervention program works when it comes to teaching kids the foundational skills that are necessary for becoming a good reader.
然而，富恩塔斯和皮内尔以及海涅曼却将这些研究作为证据，声称他们的分级阅读干预项目确实有效。
And yet, Fountas and Pinnell and Heinemann point to these studies as evidence that their leveled literacy intervention program does work.
他们在网站上提供了这些研究的链接。
They have links to these studies on their website.
他们并没有试图掩盖研究结果。
They're not trying to bury the results.
上个月我给海涅曼公司发了邮件，询问关于这些研究的问题，但该公司拒绝回答我的问题。
I emailed Heinemann last month with questions about these studies, but the company declined to answer my questions.
我们想与那些负责决定购买海涅曼产品的学区人员谈谈。
We wanted to talk to the people in school districts who were making the decisions to buy Heinemann products.
他们读过富恩塔斯和皮内尔的分级识字干预项目的研究吗？
Had they read the studies on Fountas and Pinnell's level literacy intervention program?
他们在购买露西·卡金斯课程时，知道没有任何关于该课程的研究吗？
Did they know that there were no studies of the Lucy Calkins curriculum when they bought it?
我们试图采访学监、首席学术官、校长和校董会成员。
We tried to get interviews with superintendents, chief academic officers, principals, school board members.
他们中的许多人忽视了我们的邮件。
Many of them ignored our emails.
有些人拒绝与我们交谈。
Some refused to talk to us.
其他人只愿意在不具名的情况下交谈。
Others would only talk off the record.
但我们确实进行了一些访谈。
But we did get some interviews.
同意接受访谈的一位人士是加利福尼亚帕洛阿尔托前学区 superintendent。
One person who agreed to an interview was the former superintendent in Palo Alto, California.
就是当那里的学校开始使用露西·卡金斯阅读教学单元时负责的人。
The guy who was in charge when the schools there started using the Lucy Calkins units of study for teaching reading.
他的名字叫马克斯·麦吉。
His name is Max McGee.
我问他是否知道科肯斯及其团队是否有任何研究证明他们的课程有效。
I asked him if he knew whether Cockens and her team had any studies that showed their curriculum worked.
我无法告诉你他们有没有这样的研究。
I can't tell you if they did or didn't.
我也无法确定它是否与州标准一致。
And I can't tell you necessarily how it was aligned to state standards.
但我可以告诉你，它很有吸引力。
But I can tell you it was engaging.
我的意思是，你去教室看看，孩子们都有自己专属的小图书馆，读着老师贴在墙上的内容，听着阅读材料，参与小组阅读讨论。
I mean, just, you know, going into the classes, seeing the kids with their own little personal libraries, reading what the teachers had posted on the wall, listening to the reading, their table reading discussions.
这个项目来自他信任的机构。
And the program came from an institution he trusted.
我对哥伦比亚大学教师学院非常敬重。
I have great regard for the Teachers College of Columbia University.
我上的是芝加哥大学，那时我们读过很多来自教师学院的研究成果。
I went to University of Chicago, and we had read plenty of research that came out of Teachers College.
与之相关的背景让我认为，这个项目绝非未经审查或缺乏研究支持的东西。
The association with that, I think, is by association that this is not something that has not been vetted and researched.
我在帕洛阿尔托采访过的老师们也持同样的看法。
Teachers I talked to in Palo Alto thought the same thing.
你还记得你有没有问过：这个项目背后有研究或证据支持吗？
Do you remember ever asking, is there, like, research or evidence behind this program?
没有。
No.
我们只是假设有。
We just assumed there was.
这是来自帕洛阿尔托的老师克里斯塔·韦拉斯克斯，你在上一集中见过她。
This is Christa Velasquez, the teacher in Palo Alto you met in the last episode.
我们假设，如果有人编写了课程，而我们的学区购买了它，那它一定是基于研究的。
We assumed if someone was writing a curriculum and our school district was buying it, I assumed that it was backed by research.
我们先休息一下。
We're going to take a break.
回来后，我们将看看丰塔斯和皮内尔广受欢迎的儿童阅读水平评估系统，以及研究对这些水平准确性的看法。
When we come back, we're gonna look at Fountas and Pinnell's popular system for figuring out a child's reading level and what research says about how accurate those levels really are.
嘿。
Hey.
我是艾米莉。
It's Emily.
感谢收听《灵魂故事》。
Thanks for listening to Soul to Story.
我在这里想告诉你们，制作这样的内容需要大量的资源，包括记者、编辑、事实核查员和工程师，而且需要花费大量时间。
I'm here to tell you that producing work like this takes a lot of resources, reporters and editors and fact checkers and engineers, and it takes a lot of time.
我已经就这个话题报道了多年。
I've been reporting on this topic for years.
我们依赖听众的支持来提供开展这类工作的资源。
We rely on listener support to provide the resources to do this kind of work.
您今天可以通过访问 soldastory.org/donate 来捐款支持我们，或者点击节目说明中的链接。
You can make a gift to support us today at soldastory.org slash donate or follow the link in the show notes.
谢谢。
Thank you.
米西·珀塞尔本可以成为露西·卡金斯的代言人。
Missy Pursell could have been a spokesperson for Lucy Cawkins.
在我人生的某个阶段，我读过或购买了露西·卡金斯写的每一本书。
At some point in my life, I read or purchased every book that Lucy Calkins ever wrote.
我曾经称它们为我的圣经。
I used to call them my bibles.
不仅仅是露西·卡金斯的书。
Not just books by Lucy Calkins.
她说，丰塔斯和皮内尔的书也是她的圣经。
She says books by Fountas and Pinnell were her bibles too.
米西于1999年开始在佐治亚州格温内特县公立学校任教。
Missy started teaching in the Gwinnett County Public Schools in Georgia in 1999.
她在大学时学到了平衡识字教学法。
She had learned the balanced literacy approach when she was in college.
平衡识字是卡金斯、丰塔斯、皮内尔等人所推广的另一种说法。
Balance literacy is another name for what Cawkins and Fountas and Pannell and others have been selling.
平衡识字并没有一个精确的定义。
There's not a precise definition of balanced literacy.
但根据我的报道，那些自称采用平衡识字教学的学校，很可能正在使用露西·卡金斯和丰塔斯、皮内尔的材料。
But what I've learned in my reporting is that in schools that say they do balanced literacy, you're very likely to find Lucy Calkins and Fountas and Pinnell.
而且你几乎一定会发现我之前提到的那些分级读物。
And you're almost certain to find those leveled books I've been telling you about.
分级读物的基本理念是，如果孩子们在不断提升级别，他们就在学习如何阅读。
The basic idea with leveled books is that if kids are moving up levels, they're learning how to read.
米西相信这个理念。
Missy believed in this idea.
她甚至教其他老师如何使用这些分级读物进行平衡读写教学。
She even taught other teachers how to do balanced literacy with those leveled books.
我正在实际培训教师。
I'm literally training teachers.
老师们会来我的教室。
Teachers are coming to my class classroom.
事实上，我的二年级教师团队来自佐治亚州北部的另一个县。
In fact, my second grade teacher was a group that came from another county up in North Georgia.
她走进我的教室时，我心想，哦。
And she walked into my room, and I was like, oh
天哪，加洛韦老师。
my gosh, miss Galloway.
米西在小学教了八年书，然后辞职去抚养她的三个儿子。
Missy taught elementary school for eight years, and then she left to raise her three sons.
孩子们去了当地公立学校，和她曾经任教的是同一个学区。
They went off to their local public school, same school district where she'd been a teacher.
一开始，当涉及到孩子们的阅读时，一切都还顺利。
And when it came to her kids and reading, everything was fine at first.
她的两个大儿子学得相当轻松，接着轮到她的第三个儿子。
Her two older boys learned pretty easily, and then her third son.
马修就是没能像其他人那样快速掌握这些内容。
Matthew just wasn't picking up on things as quickly.
他在认字母以及任何与文字相关的内容上都遇到了很大困难。
He was really struggling with letters and just anything that had to do with print.
马修的学校使用富恩塔斯和皮内尔的基准评估系统来衡量学生的进步。
Matthew's school was using Fountas and Pinnell's benchmark assessment system to gauge student progress.
富恩塔斯和皮内尔系统共有26个级别，每个字母对应一个级别。
There are 26 levels in the Fountas and Pennell system, one for each letter of the alphabet.
A级书籍是最简单的。
Level a books are the easiest.
Z级书籍是最难的。
Level z are the most difficult.
这就是你感觉孩子在进步的方式。
That's how you feel like your kid is making progress.
对吧？
Right?
他们给你这些字母，你就觉得，哦，他在进步。
They give you the letters, and you're like, oh, they're making progress.
马修的学校希望孩子们在幼儿园结束时能读D级书籍，但马修只达到了B级。
Matthew's school wanted kids to be reading level d books by the end of kindergarten, but Matthew had only made it to a level b.
米西很担心。
Missy was worried.
那个夏天，她收集了一堆适合他水平的书，让他每天阅读。
That summer, she gathered a bunch of books on his level and had him read every day.
但在一年级时，他仍然落后。
But in first grade, he was still behind.
于是，马修被加入了阅读恢复计划。
So Matthew was put in the reading recovery program.
到了学年末，学校说他已经赶上了进度。
And by the end of the year, the school said he had caught up.
他达到了J级，这正是学校对一年级学生的要求。
He was at a level j, which was right where the school wanted first graders to be.
但米西持怀疑态度。
But Missy was skeptical.
在家的进步。
Progress at home.
她看到的是，马修只是记住了从学校带回家的书，但面对一本从未见过的书时，他就不知所措了。
What she could see was that Matthew was memorizing the books he was bringing home from school, but he was lost with a book that he'd never seen before.
他根本不知道这些词是什么。
He didn't know what the words were.
到马修上二年级中期时，丰塔斯和皮内尔体系显示他的阅读水平再次低于年级标准。
By the time Matthew was in the middle of second grade, the Fountas and Pinnell system was indicating that he had slipped below grade level again.
他的阅读水平又回到了e级，比前一年低了五个级别。
He was back to a level e, five levels lower than he'd been the year before.
米西心想，这些字母到底怎么了？
And Missy was thinking, what is up with these letters?
这看起来简直像一锅字母汤，她只想知道，为什么我的孩子不会阅读？
It was starting to seem like some kind of alphabet soup, and she just wanted to know, why can't my child read?
此时，马修已经开始接受“分级识字干预”项目，这是丰塔斯和皮内尔为阅读困难学生设计的课程。
By now, Matthew was getting Leveled Literacy Intervention, the program for struggling readers by Fountas and Pannell.
他也被安排进了特殊教育。
And he'd been put into special education too.
学校认定马修患有阅读障碍，根据联邦法律，有阅读障碍且学业落后的儿童有权获得特殊支持与跟踪辅导。
The school had determined that Matthew has a reading disability And under federal law, kids with reading disabilities who are behind in school are entitled to get special support and monitoring.
米西自己已经阅读了大量关于阅读障碍的资料。
Missy had been doing a lot of reading on her own about dyslexia.
她很高兴马修被安排进了特殊教育。
She was glad Matthew had been put in special education.
她想，终于，我要得到一些关于他情况以及如何帮助他的答案了。
She thought, finally, I'm gonna get some answers about what's going on and how to help him.
她记得自己去过学校的一次会议。
She remembers going to a meeting at the school.
我们以为参加这次会议时，会得到大量关于他掌握情况的信息，比如我们清楚他薄弱的具体解码技能。
We expected when we got to this meeting that we were gonna be given a lot of information on what he had mastered, like specific decoding skills that we knew he was weak in.
而我只拿到一份丰塔斯和帕内尔的字母等级报告。
And all I get is a Fontes and Pannell letter.
就这些了。
That was it.
她说，学校给她的全部信息就是这些，她非常愤怒。
She says that was all the information the school had for her, and she was furious.
她不再信任这种分级阅读系统，心里想，也许学校根本不知道该如何帮助马修。
She didn't trust that leveled reading system anymore, and she was thinking, maybe the school doesn't know how to help Matthew.
这种阅读水平的概念已经存在很长时间了，至少可以追溯到20世纪40年代，远在丰塔斯和皮内尔之前。
This reading level idea has been around for a long time, back to at least the nineteen forties, long before Fountas and Pinnell.
这听起来很有道理。
It makes intuitive sense.
这是马特·伯恩斯。
This is Matt Burns.
他是密苏里大学的教授，研究阅读评估。
He's a professor at the University of Missouri who studies reading assessments.
他说，试图找出孩子的阅读水平，并将学习需求相似的孩子分到小组中，这个想法本身并没有什么问题。
He says there is nothing inherently wrong with the idea of trying to find a child's reading level and putting kids who have similar learning needs into small groups together.
事实上，这是一个好主意。
In fact, that's a good idea.
但他指出，问题出在书籍本身，以及它们是如何被分级的，还有这种分级阅读系统是否真的能准确评估孩子的阅读能力。
The problem, he says, is with the books themselves and how they are leveled and whether a leveled reading system can really assess a child's reading ability.
让我先从这些书说起。
Let me start with the books.
分级阅读最棘手的问题之一一直是：如何确定一本书的级别？
One of the trickiest things about leveled reading has always been, how do you determine what level a book is?
这就是富恩塔斯和皮内尔发挥作用的地方。
This is where Fountas and Pinnell come in.
在二十世纪九十年代，他们提出了一套书籍分级系统。
Back in the nineteen nineties, they came up with a system for leveling books.
他们的分级系统考虑了主题、内容和插图等因素，但并不考虑单词的拼读难度。
Their leveling system takes into account things like themes and content and illustrations, but not how difficult it is to sound out the words.
在富恩塔斯和皮内尔系统的最低级别中，书籍的设计目的是鼓励孩子通过图片和上下文来猜测单词，而不是拼读它们。
The books at the lowest levels in Fountas and Pinnell's system are written to encourage children to use the pictures and the context to get the words, not sound them out.
例如，在他们的A级书中，会出现像‘climb’（攀爬）和‘dance’（跳舞）这样的词。
In their level a books, for example, there are words like climb and dance.
这些词并不容易拼读。
Those are not easy words to decode.
初学者可以通过看图片来猜出这些词，但很多人其实并不能真正读出这些词。
Beginning readers can guess those words by looking at the pictures, but many of them can't actually read those words.
然后还有那些字母级别。
And then there's those letter levels.
米西的儿子马修在富恩塔斯和皮内尔系统中达到了J级，然后又回到了E级。
Missy's son, Matthew, had made it to a level j in the Fountas and Pinnell system, and then he went back to a level e.
这是怎么回事？
What's up with that?
不幸的是，这种情况是可以预见的。
Well, unfortunately, that's predictable.
这是来自密苏里大学的马特·伯恩斯教授。
This is Matt Burns again, the professor at the University of Missouri.
我有一天给这个孩子做了测试。
I give the kid the test one day.
当时是G级。
It's a g.
第二天，就变成I级了。
The next day, it's an I.
展开剩余字幕（还有 221 条）
第二天，变成了e级。
Next day, it's an e.
再下一天，变成了f级。
Next day, it's an f.
他说，e级读物和g级读物之间的差异太小，不足以可靠地判断孩子的阅读能力。
He says there's not enough of a difference between a level e book and a level g book for that to be a reliable way to determine a child's reading ability.
而孩子能否读懂某本书，很大程度上取决于他们的背景知识。
And a child's ability to read a particular book has a lot to do with their background knowledge.
以一个阅读困难但热爱棒球的孩子为例。
Take, for example, a struggling reader who loves baseball.
也许她爸爸经常给她读关于棒球的书。
Maybe her dad reads her a lot of books about baseball.
所以她经常看到某些词语。
So she's seen certain words a lot.
比如球、球棒，甚至球场和垒包这些词。
Words like ball and bat, and maybe even field and diamond.
给她一本关于棒球的C级书。
Give her a level c book about baseball.
她认识大部分单词，也能理解故事内容。
She recognizes most of the words, and she understands what the story is about.
没问题。
No problem.
但如果你给她一本关于其他主题、比如农业的C级书，她就完全不懂了。
But give her a level c book about something else, like farming, and she's lost.
这就是为什么单靠分级书籍来判断孩子的阅读能力是不合适的。
That's why leveled books are not a good way on their own to determine a child's reading ability.
马特·伯恩斯指出，福塔斯和皮内尔的基准评估系统尤其存在问题。
And Matt Burns says there's a problem with the Fountas and Pinnell benchmark assessment system in particular.
问题是，这个系统被用来试图识别那些阅读有困难、需要额外帮助的孩子。
The problem is that it's being used to try to identify the children who are struggling with reading and need extra help.
因为福塔斯和皮内尔声称他们的系统可以这样使用。
Because Fountas and Pannell say that their system can be used this way.
马特在翻阅他们的基准评估系统手册时注意到了这一说法。
Matt noticed that claim when he was flipping through the manual for their benchmark assessment system.
手册上说，这个测量工具——基准评估系统——可用于普遍筛查。
It says that this measure, the benchmark assessment system, can be used for universal screening.
这意味着它可以用来识别那些在学习阅读方面有困难或曾遇到阅读障碍的孩子。
So that means it can be used to identify kids who are struggling to learn how to read or to have experienced difficulties with reading.
他感到惊讶，因为他知道没有任何研究证明分级阅读系统可以这样使用，而且他在富恩塔斯和皮内尔的手册中也找不到任何支持这一说法的研究依据。
He was surprised because he knew of no research that shows leveled reading systems can be used in this way, and he didn't see any research in Fountas and Pinnell's manual to back up their statement.
因此，他和一些同事决定验证这一说法是否属实。
So he and some colleagues decided to see if it was true.
我们在明尼苏达州对近一千名儿童进行了研究。
And we did a study with almost a thousand kids in Minnesota.
他们让孩子们接受了三项测试：基准评估系统，以及另外两项已被研究证实能可靠识别阅读困难儿童的测试。
They gave the kids three different tests, the benchmark assessment system and two other tests that studies had already shown do reliably identify kids who are struggling with reading.
研究人员想知道，基准评估系统是否能准确衡量儿童的阅读能力？
The researchers wanted to know, did the benchmark assessment system accurately measure children's reading ability?
更重要的是，它能否准确识别出那些学习困难、需要额外帮助的孩子？
And more importantly, did it identify the kids who were struggling and needed extra help?
对。
K.
我们发现，富恩塔斯和皮内尔的基准评估系统诊断准确率约为54%。
So we found that the Fontus and Pannell benchmark assessment system had about 54% diagnostic accuracy.
它区分优秀读者和阅读困难儿童的准确度，就像抛硬币一样。
It identified children as good readers and struggling readers about as accurately as if you were to flip a coin.
事实上，结果甚至更令人担忧，因为根据伯恩的研究，基准评估系统在识别阅读困难儿童方面表现尤其糟糕。
And in fact, the results were even more alarming because the benchmark assessment system, according to Byrne's study, was particularly bad at identifying the kids who were struggling.
研究表明，在一所需要阅读干预的100名儿童的学校中，该基准评估系统仅能识别出其中31名孩子。
The study showed that in a school where a 100 children needed reading intervention, the benchmark assessment system would identify only thirty one of those kids.
有69名需要帮助的孩子会被完全忽略。
69 children who needed help would fly under the radar.
抛硬币反而会更好。
Flipping a coin would actually be better.
换句话说，如果学校只是抛硬币，反而更有可能找到需要帮助的孩子。
In other words, a school has a better chance of finding the children who need help if they just flip a coin.
而不是花数千美元购买基准评估工具，并花费大量时间进行评估。
Rather than spending thousands of dollars on benchmark assessment kits and spending the time that it takes to do the assessment.
老师对一个孩子进行基准评估大约需要二十到三十分钟。
It takes about twenty to thirty minutes for a teacher to do a benchmark assessment on one child.
这意味着每个学生都要花费二十到三十分钟。
That's twenty to thirty minutes for each student in a class.
马特·伯恩斯表示，还有其他几种有效的评估方法，可以帮助老师判断学生是否遇到困难。
Matt Burns says there are a number of other good assessments that can tell a teacher if a student is struggling.
这些评估只需几分钟，而且完全免费。
And the assessments take only a few minutes, and they don't cost anything.
它们是免费的。
They are free.
马特·伯恩斯和他的同事于2015年在一系列同行评审的学术期刊上发表了他们的研究成果。
Matt Burns and his colleagues published their research in a series of papers in peer reviewed academic journals in 2015.
我们本以为这会让学校停下来，好好思考一下，这种方法真的有效吗？
We'd really hoped that would cause schools to stop and pause and take a look and think, is this really an effective approach?
然后他意识到自己有多天真。
And then he realized how naive that was.
他参加了一个会议，走进了展台区，那里 vendors 展示他们的产品。
He went to a conference and walked into the exhibition hall where vendors display their products.
在这场大型阅读会议的大厅里，我看到一块巨大的横幅，上面写着‘Fanta Sinpanel’。
And I look across this huge room at this large reading conference, and you see this huge banner that says Fanta Sinpanel.
你走过去，看到他们有精美的展示和大量感人的案例，讲述这些孩子如何得到帮助，老师们都说这太棒了。
And you walk over, and they've got these wonderful displays and these incredible anecdotes of all these kids being helped and these teachers saying this is great.
他意识到，一个拥有同行评审论文的研究者，根本无法与拥有庞大营销预算的知名出版公司抗衡。
What he realized is that a researcher with peer reviewed papers is no match for an influential publishing company with a marketing budget.
马特·伯恩斯说，他不知道美国有任何一所学校不使用某种分级阅读评估系统。
Matt Byrne says he doesn't know of a school in The United States that does not use some kind of leveled reading assessment system.
他说，据他所知，最受欢迎的无疑是丰塔斯和皮内尔的基准评估。
And he says in his experience, the most popular one by far is Fountas and Pinnell's benchmark assessment.
调查显示，大约四分之一的小学使用它。
Surveys show that about a quarter of elementary schools use it.
但我刚才提到的马特·伯恩斯的研究，是他所知道的关于富恩塔斯和皮内尔基准评估系统的唯一一项独立的同行评审研究。
But the Matt Burns study that I just told you about is the only independent peer reviewed research that he's aware of on Fountas and Pinnell's benchmark assessment system.
就只有这一项。
That's it.
一项研究。
One study.
富恩塔斯和贝内尔有自己的研究来支持他们的基准评估系统。
Fountas and Benel have their own study to support their benchmark assessment system.
这项研究在他们的网站上。
It's on their website.
但他们评估自己的系统是否能准确识别初学者阅读水平的唯一方法，是将他们的系统与玛丽·克莱用于阅读恢复的分级系统进行对比。
But the only way that they evaluated whether their system accurately identified a beginning reader's level was to compare their system to the leveling system that Marie Clay used for reading recovery.
他们发现，他们的系统与玛丽·克莱的系统保持一致，这其实并不令人意外。
What they found is that their system was consistent with Marie Clay's system, which isn't really a surprise.
富恩塔斯和帕内尔基于克莱的排队理论建立了他们的分级体系。
Fountas and Pannell built their leveling system based on Clay's queuing theory.
我不明白为什么富恩塔斯和帕内尔没有把他们的体系和其他系统进行比较。
I don't know why Fountas and Pannell didn't compare their system to something else.
正如你所知，我没能和他们交谈过。
As you know, I haven't been able to talk to them.
根据我所做的报道，我认为他们相信，如果他们的体系和玛丽·克莱的体系一样好，那他们的体系就已经达到了最佳水平。
What I think, based on the reporting I've done, is that they believed that if their system was as good as Mari Clay's, their system was as good as it could be.
毛利是那位女神。
Maori was the goddess.
你知道的？
You know?
我始终如一地遵循着它。
And and I followed it faithfully.
我非常喜欢它。
I loved it.
是的。
Yeah.
这是来自新西兰的阅读恢复教师桑德拉·艾弗森，你在第二集中见过她。
This is Sandra Iverson, the reading recovery teacher from New Zealand you met in episode two.
她不再追随玛丽·克莱了。
She's not a Mari Clay follower anymore.
这是因为桑德拉后来自己开展了关于阅读恢复的研究。
And it's because Sandra ended up doing her own research on reading recovery.
这项研究将阅读恢复与其他方法进行了对比。
Research that compared reading recovery to something else.
那是二十世纪九十年代初。
It was the early nineteen nineties.
桑德拉来到美国，在罗德岛培训阅读恢复教师。
Sandra had come to The United States to train reading recovery teachers in Rhode Island.
她当时仍然是克莱及其项目的坚定支持者。
She was still a big believer in Clay and her program.
我深信纯粹形式的阅读恢复项目是完美的。
I was convinced that reading recovery in the pure form was perfect.
完全确信。
Absolutely convinced.
但当时桑德拉正在攻读硕士学位，她的论文导师认为阅读恢复项目或许可以更有效。
But Sandra was working on a master's degree at the time, and her thesis advisor thought that maybe reading recovery could be more effective.
当时已经有一些关于阅读恢复的研究，由盖·苏·潘内尔等人完成。
There were already a number of studies on reading recovery by Gay Sue Pannell and others.
这些研究表明，接受阅读恢复的学生比没有接受阅读恢复的学生表现更好。
Those studies showed that kids who got reading recovery did better than kids who didn't get reading recovery.
但如果阅读恢复中加入明确教授如何拼读文字的指导呢？
But what if reading recovery included explicit instruction in how to sound out written words?
孩子们的表现会不会更好？
Would kids do even better?
这正是桑德拉·艾弗森的论文导师希望她去验证的。
That's what Sandra Iverson's thesis adviser wanted her to test.
我一分钟都没觉得这有丝毫影响，你知道吗？
I didn't for one minute think it made the smallest bit of difference, you know?
但她还是做了这项研究。
But she did the study.
一组孩子接受了原始形式的阅读恢复课程。
One group of kids got reading recovery in its original form.
另一组孩子也接受了阅读恢复课程，但额外增加了明确教授如何拼读单词的环节。
And another group got reading recovery, but with an added element, explicit instruction in how to sound out words.
接受明确指导的学生取得成功所需的课程数量少得多。
And the students who got the explicit instruction needed far fewer lessons to be successful.
这对我来说意义重大，因为它意味着你可以帮助更多孩子实现恢复。
And that to me was significant because it meant that you could recover more children than you would have otherwise.
桑德拉说，当这项研究发表后，许多阅读恢复的支持者对她并不满意。
Sandra says when the study was published, many reading recovery supporters were not happy with her.
从那以后，这就像在我名字上打了一个巨大的黑点，一个巨大的污点。
And ever since then, it's been like a big black mark, a big, big cross against my name.
因为你本就不该做这种事。
Because you're not supposed to do things like that.
你不该随意改动这个项目。
You're not supposed to fiddle with the program.
默里总是说，你知道，你不能偏离这个项目，因为一旦这么做，它就会越来越衰败。
Murray always said, you know, you can't sway from the program because once you do, it'll, you know, it'll just decay sort of thing more and more and more.
我们在俄亥俄州立大学的档案中发现了一份二十世纪八十年代的文件，其中提到，像桑德拉这样培训阅读恢复教师的人，其职责之一是‘保持模型的纯正性’。
We found a document from the nineteen eighties in an archive at Ohio State that said one of the responsibilities of someone like Sandra who trained reading recovery teachers was to, quote, maintain model purity.
桑德拉违反了这一规定。
Sandra had violated that.
她说，一旦被排斥，她就开始质疑阅读恢复项目的其他方面。
She says once she was cast out, she started questioning other things about reading recovery.
比如玛丽·克莱声称，那些在阅读恢复中取得成功的孩子将再也不需要任何阅读帮助。
Like Mari Clay's claim that kids who were successful in reading recovery would never need reading help again.
这就像一种疫苗接种。
This is like an immunization.
这是玛丽·克莱。
This is Mari Clay.
你在第二集中听过这个。
You heard this in episode two.
这是你早期就引入的东西。
It's, something you bring in early.
或者另一种说法
Or another way
我怎么看这个问题
I look at it
我说它就像一份保险单。
is I call it, it's like an insurance policy.
但桑德拉·艾弗森开始注意到，孩子们即使没有真正学会阅读，也可能在阅读恢复项目中取得成功。
But what Sandra Iverson began to notice is that kids could be successful in reading recovery without really learning how to read.
他们可以通过使用所学的策略，看起来像是在阅读那些分级读物。
They could look like they were reading those leveled books by using the strategies they'd been taught.
但随着书籍难度增加，单词变长，图片消失，一些孩子开始崩溃，因为他们根本不会真正地认字。
But as the books got harder, as the words got longer, as the pictures went away, some of those kids fell apart because they didn't know how to actually read the words.
那些从阅读恢复项目出来的学生，很多在课堂上根本无法取得进展。
Those students who come in out of Reader Recovery, many of them just do not make progress in the classroom.
他们要么原地踏步，要么反而退步。
They either stand still or they move back.
这是她的观察。
That was her observation.
我采访过的其他前阅读恢复教师也告诉我同样的事：许多在一年级时在阅读恢复中表现良好的孩子，几年后却并不理想。
Other former reading recovery teachers I interviewed told me the same thing, that many kids who were successful in reading recovery in first grade were not doing that well a few years later.
也有一些研究支持这一观点。
There were some studies that indicated this too.
阅读恢复的支持者对这些研究提出了质疑。
Reading recovery supporters disputed these studies.
他们引用了自己的研究，结果变成了一场研究之间的较量。
They pointed to their own studies, and it was kind of a battle of the studies.
然后有一项关于阅读恢复的大规模研究，涉及数千名儿童。
And then there was a really big study of reading recovery, thousands of kids.
这项研究的初步结果几年前就已公布。
The initial results of this study were published a few years ago.
大家好，欢迎收听由Zepri知识中心带来的本周研究简报。
Hello, and welcome to this week's research minutes presented by the Zepri Knowledge Hub.
我是
I'm
进行这项研究的研究人员曾在2018年的一档教育研究播客中讨论了这些结果。
speaking The researchers who did the study discussed the results on a podcast about education research back in 2018.
我们发现阅读恢复对学生阅读成绩有显著的积极影响。
We found significant positive effects of reading recovery on students' reading achievement.
在接受阅读恢复项目后，一年级结束时，参加该项目的孩子比其他孩子表现得更好。
Kids in reading recovery were doing better than the other kids at the end of first grade, right after they'd finished the reading recovery program.
这项研究对阅读恢复来说是个好消息。
The study was good news for reading recovery.
北美阅读恢复委员会将这项研究发布在网站上，并对结果表示庆祝。
The reading recovery council of North America posted the study on its website, celebrated the results.
这是有史以来规模最大的教育干预项目研究之一。
This was one of the largest studies ever of an education intervention program.
这项研究是阅读恢复项目大规模推广的一部分，资金来自俄亥俄州立大学在2010年获得的联邦政府拨款。
It was part of a big scale up of Reading Recovery, and it was paid for with a grant that Ohio State got from the federal government in 2010.
这太令人惊讶了，我知道，因为联邦政府刚刚在‘阅读第一’项目上投入了数十亿美元，而‘阅读第一’的目标之一就是消除排队系统。
Amazing, I know, given that the federal government had just spent billions of dollars on the Reading First program, and one of the goals of Reading First was to get rid of the queuing system.
但到2010年，华盛顿已迎来新一届政府，并且正经历严重的经济衰退。
But there was a new administration in Washington by 2010 and a huge recession.
这笔用于扩大阅读恢复项目的联邦拨款，是经济刺激计划的一部分。
And this federal grant to expand reading recovery was part of the economic stimulus package.
联邦政府提供了4500万美元，另外还有1000万美元来自私人配套资金。
It was 45,000,000 million dollars from the federal government and another $10,000,000 from private matching funds.
这些私人资助方的身份并未公开。
The private funders were not disclosed.
但通过公开记录申请，我们了解到这些私人资助者之一是盖·苏·帕内尔。
But through a public records request, we were able to learn that one of those private funders was Gay Sue Pannell.
她的教育基金会为阅读恢复计划的扩展和这项研究提供了近100万美元的资金。
Her education foundation provided nearly $1,000,000 for the reading recovery expansion and the study.
正如我所说，这项研究最初对阅读恢复来说是个好消息。
And like I said, the study was good news for reading recovery at first.
但这项研究并不仅限于一年级。
But the study didn't end with first grade.
研究人员又获得了一项联邦拨款，以收集更多数据，了解那些在一年级时通过阅读恢复取得成功的儿童几年后的表现。
The researchers got another federal grant to collect more data to see how the kids who were successful in reading recovery in first grade were doing a few years later.
今年早些时候，他们公布了这些结果。
And earlier this year, they released the results.
当我们查看结果时
When we look at the results
这是首席研究员亨利·梅。
This is Henry May, the lead researcher.
他是特拉华大学的教授。
He's a professor at the University of Delaware.
接受阅读恢复项目的孩子，其三年级和四年级的测试成绩反而低于那些没有接受阅读恢复但一年级时同样阅读困难的孩子。
The kids who received reading recovery actually had test scores that were below the third and fourth grade test scores of kids that did not receive reading recovery.
需要明确的是，这项研究并不是将接受阅读恢复的孩子与学校里所有孩子进行比较。
To be clear here, this study was not comparing kids who got reading recovery to all the kids in a school.
它只是将接受阅读恢复的孩子与另一组在一年级时同样存在阅读困难但未接受阅读恢复的孩子进行了比较。
It was just comparing the kids who got Reading Recovery to a group of kids who were also struggling with reading in first grade and did not get Reading Recovery.
到了三年级和四年级时，接受阅读恢复的孩子平均表现更差。
And the kids who got Reading Recovery were doing worse on average by third and fourth grade.
亨利·梅感到惊讶吗？
Was Henry May surprised?
是的。
Yeah.
非常惊讶。
Very much so.
当你看到参加阅读恢复项目的孩子们时，你会看到他们正在学习阅读这些书籍，看起来简直不可思议。
When you see kids in reading recovery, you see that they're learning to read these books, and it it looks to be pretty miraculous.
因此，当看到一个负面结果，并且它在统计上显著时——即接受阅读恢复项目的孩子在三年级和四年级的州级测试中得分，反而低于他们如果没有接受阅读恢复本应达到的水平——这令人非常惊讶。
So to see a negative result and have it show up as statistically significant, that the kids that receive reading recovery are actually earning test scores on the state test in third and fourth grade that are below where they would have been expected to score had they not gotten a reading recovery.
这确实非常令人惊讶。
That's that's very surprising.
这项研究无法回答为什么的原因。
The study could not answer the question why.
这正是这类研究令人沮丧的地方之一。
That's one of the frustrating things about studies like this.
它们可以告诉你干预措施是否有效，但无法解释它成功或失败的原因。
They can tell you if an intervention worked or not, but not why it succeeded or failed.
有可能阅读恢复项目在一年级时效果非常好。
It's possible that reading recovery worked great in first grade.
也许参加该项目的学生并不仅仅是死记硬背单词或依赖图片。
Maybe the students in the program weren't just memorizing words and using the pictures.
也许他们真的学会了阅读。
Maybe they were really learning how to read.
但对大多数孩子来说，这还不够。
And that wasn't enough for most of them.
阅读困难的孩子通常需要大量的指导和支持。
Struggling readers tend to need a lot of instruction and support.
这一点我们从大量研究中已经知道。
We know that from lots of research.
所以，问题可能不在于阅读恢复项目本身，而在于阅读恢复之后缺乏后续支持。
So maybe the fault was not with reading recovery, but with a lack of follow-up after reading recovery.
但有趣的是，这项研究发现，曾在一年级参加阅读恢复项目的孩子，在二、三、四年级获得的阅读干预比其他阅读困难的孩子更多。
But interestingly, what the study found is that kids who had been in the reading recovery program in first grade got more reading intervention in second, third, and fourth grades, more than the other struggling readers.
根据这项研究，他们最有可能接受的干预项目是丰塔斯和潘内尔的分级识字干预项目。
And the intervention that they were most likely to get, according to the study, was the Leveled Literacy Intervention Program by Fountas and Pannell.
这就是这个国家许多孩子正在经历的情况。
Here's what's happening to many children in this country.
他们上的是采用丰塔斯和皮内尔以及露西·卡金斯的平衡识字学校。
They go to a balanced literacy school that uses Fountas and Pinnell and Lucy Cockins.
他们被教授提示策略。
They're taught the cueing strategies.
他们的阅读能力通过分级书籍进行评估。
Their reading ability is measured using leveled books.
如果他们遇到困难并且有人注意到，他们可能在一年级时接受阅读恢复课程，学习提示策略和分级书籍。
If they're struggling and someone notices, they might get reading recovery in first grade, where they get cueing and leveled books.
如果之后他们仍然有困难，许多人会接受分级识字干预，继续使用提示策略和分级书籍。
And if they're still struggling after that, many of them get leveled literacy intervention, more queuing, more leveled books.
阅读困难的孩子不断接受相同的教学方式。
Struggling readers keep getting more of the same.
这正是发生在佐治亚州格温内特县米西儿子马修身上的情况。
That's what happened to Matthew, Missy's son, in Gwinnett County, Georgia.
她和丈夫最终聘请了私人家教来帮助马修。
She and her husband ended up hiring a private tutor to help Matthew.
她记得给家教打过电话。
She remembers calling the tutor.
她说：‘你终于来到了我们大多数人最终到达的地方。’
And she was like, you finally arrived at the place where most of us arrive.
她已经放弃了学校会教她儿子阅读的想法，决定必须自己来解决这个问题。
She had given up on the idea that the school was gonna teach her son how to read, and she decided she was gonna have to take care of the problem herself.
科琳·亚当斯也是这样为她的儿子查理做的。
It's what Corinne Adams did with her son, Charlie.
李·高尔在纽约市也为他的女儿佐伊这样做了。
It's what Lee Gaul did in New York City with his daughter, Zoe.
加尼·奥尔登在加利福尼亚州也希望能早点为她的儿子这样做。
It's what Kenny Alden in California wishes she had done with her son.
米西说，私人辅导帮助了马修，但她觉得学校教他的平衡识字法正在削弱他从家教那里学到的内容。
Missy says the private tutoring helped Matthew, but she felt like the balanced literacy instruction he was getting at school was undercutting what he was learning from his tutor.
他的家教教他如何解码单词。
His tutor was teaching him how to decode words.
在学校里，他被教授的是提示系统。
At school, he was being taught the queuing system.
所以去年，她和丈夫把他从公立学校转出，送进了专门为读写障碍儿童设立的私立学校。
So last year, she and her husband pulled him out of public school, and they put him in a private school for kids with dyslexia.
马修现在上六年级，米西说他的表现非常好。
Matthew's in sixth grade now, and Missy says he's doing really well.
在私立学校就读一年后，她说他的阅读和写作能力几乎达到了年级水平。
After just one year at the private school, she says he was almost up to grade level in reading and writing.
对米西来说，这一切尤其令人心痛的是，她曾经是一名教师。
For Missy, what's especially painful about all this is that she had been a teacher.
她曾在自己所在的学区为露西·考金斯、丰塔斯和皮内尔的教学方法奔走呼吁。
She advocated for Lucy Cawkins and Fountas and Pinnell in her school district.
她曾培训其他教师如何实施平衡识字教学，包括使用提示和分级读物。
She taught other teachers how to do balanced literacy with the cueing and the leveled books.
我认为，正是这种经历激发了我改变现状的热情，因为我曾多年致力于帮助他人理解阅读与写作工作坊、丰塔斯和指导性阅读。
I think that's what fuels my passion to change it, knowing that I spent so many years trying to help other people understand reading and writing workshop and fontanel and guided reading.
我引领他们走上了这条路。
And I led them down that path.
也许通过影响新一代教师，让他们了解更科学、更有效的教学方法，我能稍微弥补一些过错。
And maybe in some way I can fix it a little bit by hopefully influencing a new generation of teachers to know how to do things better and things that are grounded in science.
米西在她所在的学区找到了一群和她有相同担忧的家长和教师。
Missy has found a group of parents and teachers in her school district who have the same concerns she has.
他们已经与学区总监和其他格温内特县教育官员会面。
They've met with the superintendent and other Gwinnett County school officials.
他们正在推动变革，而学校系统似乎正在倾听。
They're pushing for change, and the school system seems to be listening.
今年，该学区正在试点两种新课程，但仍在使用克莱的阅读恢复计划以及富恩塔斯和皮内尔的分级识字干预项目。
This year, the district is piloting two new curriculums, but they're still using Clay's reading recovery program and the leveled literacy intervention program from Fountas and Pinnell.
格温内特县学区的一名官员告诉我们，该学区目前没有计划取消这两个项目。
An official from the Gwinnett County Schools told us the district has no current plans to drop either of those programs.
我问米西，现在她对露西·考金斯、富恩塔斯和皮内尔以及希尼曼有什么看法。
I asked Missy how she feels now about Lucy Cawkins and Fountasen Pinnell and Heinemann.
她很生气。
She's angry.
我希望他们能承担责任。
I want them to be held accountable.
他们推广了那些缺乏科学依据的错误理论，并从中获利。
They've promoted flawed theories that are not grounded in science, and they have profited off of it.
在我教学初期，如果有人给我看了能揭示阅读科学本质的研究成果，而不是弗恩特和皮内尔的指导阅读书籍，我会成为一名不同的老师。
In my early days of teaching, if someone had handed me, you know, research that showed me what the science of reading was instead of a guided reading book by Fontes and Pinnell, I would have been a different teacher.
如果我知道自己在做错事，
Had I known I was doing the wrong thing,
我一定会立刻改正。
I would have fixed it
我会立刻改正。
in a heartbeat.
在我们下一个也是最后一个节目中，我采访了海涅曼公司的前总经理。
In our next and final episode, I talked to the former general manager of Heinemann.
我会告诉你艾琳·丰塔斯和盖伊·苏·皮内尔如何回应对她们工作的批评，以及露西·卡金斯对她在阅读教学单元中所做调整的表态。
I'll tell you how Irene Fountas and Gay Sue Pinnell are reacting to criticism of their work and what Lucy Cawkins is saying about changes that she's making to her units of study for teaching reading.
我们修正了一些地方，因为阅读科学已经指出，我们之前确实出了问题。
We fixed up a few of the places where the science of reading has been, you know, pointing out we we're, like, messed up.
下一期《被售卖的故事》将为您揭晓。
That's next time on Sold a Story.
如果你希望更多人了解这个播客，请在你的播客应用中为本节目留下评价。
If you want more people to know about this podcast, leave a review of the show in your podcast app.
这能真正帮助更多人找到我们。
It really helps people find us.
同时，在应用里别忘了关注我们并查看节目说明。
And while you're in the app, be sure to follow us and check out the show notes.
你可以在那里找到我们网站的链接：soldastory.org。
You'll find a link to our website, soldastory.org.
你可以在那里找到一张地图，显示全国各地学区在海涅曼产品上的花费情况。
You can find a map there that shows how much various school districts across the country have spent on Heinemann products.
你还可以在网站上找到我撰写的其他关于阅读的文章和纪录片。
You can also find other articles and documentaries I've done on reading.
网站是 soldastory.org。
The website is soldastory.org.
《Sold A Story》是APM Reports制作的播客。
Sold A Story is a podcast from APM Reports.
本节目由我，艾米莉·汉福德和克里斯托弗·皮克报道并制作。
It's reported and produced by me, Emily Hanford, and Christopher Peek.
我们的编辑是凯瑟琳·温特。
Our editor is Katherine Winter.
数字编辑是安迪·克鲁兹和戴夫·曼。
Digital editors are Andy Cruz and Dave Mann.
混音和音效设计由艾米莉·哈沃克和克里斯·朱林完成，原创音乐由克里斯·朱林创作。
We had mixing and sound design from Emily Havoc and Chris Julin, and original music by Chris Julin.
报道和制作支持来自威尔·卡兰、科尔马里·里维拉和安吉拉·卡普托。
Reporting and production help from Will Callan, Colmarie Rivera, and Angela Caputo.
事实核查由贝丝·特纳·莱文完成。
Fact checking by Betsy Towner Levine.
我们的主题音乐由Wonderly公司的吉姆·布伦德伯格和本·兰斯伯格创作。
Our theme music is by Jim Brundberg and Ben Lansberg of Wonderly.
本集的最终混音由亚历克斯·辛普森完成。
The final master of this episode was by Alex Simpson.
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.
本播客的支持来自霍利洛克基金会、橡树基金会以及温迪和史蒂芬·古尔。
Support for this podcast comes from the Hollyhock Foundation, the Oak Foundation, and Wendy and Stephen Gull.
关于 Bayt 播客
Bayt 提供中文+原文双语音频和字幕，帮助你打破语言障碍，轻松听懂全球优质播客。