6：审判

上一期《售书故事》。

Previously on Sold a Story.

我本来以为，我送进学校的孩子们会自然而然地学会读写，因为学校本来就应该做到这一点。

I just assumed that the children I sent to school would come back to me literate because that's what school does.

对吧？

Right?

我记录了孩子们所说的和所做的，这为我构建新理论提供了新的洞察。

I recorded exactly what children were saying and doing, and this gave me new insights for building the new theory.

我们来做个三重检查吧。

Let's do our triple check and see.

这有道理吗？

Does it make sense?

这种不看文字的习惯一直持续着。

That habit of not looking at the words just continued on.

他根本不知道这些词是什么。

He didn't know what the words were.

我们不能依赖科学，只能暂时接受其发现。

We cannot count on science and must accept its findings tentatively.

这成了一门非常赚钱的生意。

It became a very lucrative business.

我向国旗宣誓效忠

I pledge allegiance to the flag

美利坚合众国的。

of The United States Of America.

在过去的

Over the

过去几年里，我一直在网上观看大量学区委员会会议。

past few years, I've been watching a lot of school board meetings online.

通过2019年4月8日的会议纪要。

Approval of the minutes, 04/08/2019.

这是马萨诸塞州梅德福德的一次会议。

This is a meeting in Medford, Massachusetts.

学校委员会批准预算项目并处理其他事务。

The school committee approves budget items and attends to some other business.

然后一位母亲站起来发言。

And then a mother gets up to speak.

这里出了严重的问题。

There is something very wrong here.

没人注意到我的儿子不会读、不会写、也不会拼写。

No one noticed that my son could not read, write, or spell.

这位母亲名叫莫琳·罗恩。

The mom's name is Maureen Ronain.

我们被要求耐心等待，看看情况如何。

We are told to wait and see.

他会自己赶上的。

He'll catch up on his own.

相信我们。

Trust us.

我最想问的是，你有没有尝试给他读书？

And my favorite, have you tried reading to him?

在全国各地

All over the country

哦，刚到701号。

Oh, just hit 701.

我现在宣布会议开始。

We'll call this meeting to order.

家长们正在参加学区委员会会议。

Parents are showing up at school board meetings.

我是一个阅读困难孩子的家长。

I'm a parent of a struggling reader.

她在阅读和写作方面有严重困难。

She struggles significantly with reading and writing.

通过Zoom在线或现场

On Zoom, in person

我有一个12岁的孙女。

I have a great granddaughter who's 12 years old.

他们已经忍无可忍了。

They're fed up.

但她现在的阅读水平只相当于二年级。

But she's reading at a second grade level.

这到底是怎么回事？

What happened with that?

她根本不会读，因为我们根本没有教她。

She couldn't read because we're not teaching her.

全美各地的父母和祖父母都意识到，他们的孩子不会阅读，是因为根本没有被教如何阅读。

Parents and grandparents all over the country are figuring out that their children can't read because they're not being taught how to read.

我们根本不知道，他带回家的分级读物是通过图片、语境和句子结构来猜词的，这看起来像是在阅读，但实际上根本不是真正的阅读。

We had no idea that the leveled readers he was bringing home promoted guessing based on pictures, context, and sentence patterns, which gave the appearance of reading but really wasn't reading.

父母们要求改变。

Parents want change.

科学已经明确告诉我们，所有孩子学习阅读所需的内容。

Science has clearly shown us what all kids need to learn to read.

请不要再忽视科学，否则我们的孩子将面临危险。

Please stop ignoring the science at the peril of our children.

谢谢。

Thank you.

这是APM报道出品的《被售卖的故事》播客的第六集。

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

我是艾米莉·汉福德。

I'm Emily Hanford.

我一直在思考我在学校董事会会议、社交媒体和我的邮箱里看到的一切，我觉得这是一种觉醒。

I've been thinking about what I've been seeing at school board meetings, on social media, in my email as an awakening.

人们确实说过，他们正在觉醒。

People have actually said that, that they're waking up.

并不是意识到很多孩子读不好书。

Not to the fact that lots of kids can't read very well.

他们知道这一点。

They knew that.

但他们不知道的是，许多孩子根本没有接受如何阅读的教导。

What they didn't know is that many kids aren't being taught how to read.

他们也不知道，一些有影响力的人一直在推销一种关于阅读和儿童学习阅读方式的错误观念。

They also didn't know that influential people have been selling an idea about reading and how children learn to do it that isn't right.

现在，他们想要答案。

And now they want answers.

来自露西·卡金斯、艾琳·丰蒂斯、盖伊·苏·佩内尔以及他们的出版商希尼曼。

From Lucy Calkins and Irene Fountis and Gay Sue Penel and their publisher, Heinemann.

在这一集中，我们将尝试找到一些答案。

In this episode, we're gonna try to get some answers.

每个月，露西·卡金斯都会通过Zoom举行办公时间。

Every month, Lucy Calkins holds office hours over Zoom.

欢迎各位。

Welcome, everyone.

今天我们一如既往地邀请到了露西·卡金斯。

We're joined today with Lucy Calkins as usual.

这些办公时间是供教师们向她提问的。

These office hours are for teachers to ask her questions.

嗨，露西。

Hi, Lucy.

嗨。

Hi.

这是露西·卡金斯于2019年11月21日的办公时间。

This is Lucy Calkins office hours on 11/21/2019.

就在几个月前，我们发布了我写的一篇文章。

A few months before this, we had released an article I wrote.

文章讨论了排队策略，以及它们如何成为卡金斯课程的一部分。

It was about the queuing strategies and how they're part of the Cawkins curriculum.

这篇文章在社交媒体、博客和新闻中引起了广泛关注。

This article was getting a lot of attention on social media and blogs and in the news.

在办公时间，一位老师向露西·卡金斯询问了这件事。

And at the office hours, a teacher asks Lucy Calkins about that.

我的问题是，我最近读到的这些文章都声称研究显示，学习单元和阅读教学并非基于研究。

My question is around all of these articles I'm reading right now that are claiming research states that the units of study and reading are not research based.

我不同意他们的观点，但我需要一些语言来支持我们所信奉的教育理念。

I disagree with them, but I need language to support the philosophy we believe in.

所以这里有几个不同的方面。

So a couple of different things here.

首先，你并不孤单。

First of all, you're not alone.

正在教授

The people who are teaching in

低年级的教师们正因阅读科学而感受到更大的压力。

the primary grades are feeling even more pressured by the science of reading.

我想说的是，没有人能独占‘科学’这个词。

One of the things I would say is no one person gets to own the word science.

没有人能独占‘阅读科学’这个术语，这正是露西·卡金斯当天早些时候在她的网站上发布的一份声明的标题。

No one gets to own the term the science of reading was the title of a statement that Lucy Cawkins had posted on her website earlier in the day.

这份声明开头写道：‘我被要求回应那些自称是阅读科学的语音中心主义者。’

The statement begins, I've been asked to write a response to the phonic centric people who are calling themselves the science of reading.

在这份声明中，露西·卡金斯提到了对语音教学的新一轮炒作。

In the statement, Lucy Cockins refers to a new hype about phonics.

她说，这种炒作来自那些关心诵读障碍儿童的人。

She says this hype is coming from people who are concerned about children with dyslexia.

她说，诵读障碍正被用作一个特洛伊木马，以牺牲其他一切为代价，重新强调语音教学。

She says dyslexia is being used as a Trojan horse to bring back an emphasis on phonics at the expense of everything else.

在她的声明中，她为线索策略进行了辩护。

And in her statement, she defends the cueing strategies.

认知科学家马克·塞登伯格对卡金斯的声明发表了严厉的回应。

Cognitive scientist Mark Seidenberg wrote a scathing response to Cawkin's statement.

他说，她尚未吸收那些与她方法核心理念相矛盾的基本研究发现。

He said that she had, quote, yet to absorb basic findings that contradict tenets of her approach.

大约一个月后，一群阅读研究者发布了一份关于她课程的评审报告。

About a month later, a group of reading researchers released a review of her curriculum.

他们表示，这套课程不太可能帮助美国所有公立学校的孩子实现识字成功。

They said that it was unlikely to lead to literacy success for all of America's public school children.

对考金斯来说，还有其他坏消息。

There was other bad news for Cawkins.

阿肯色州教育部最近表示，如果一个项目使用提示理论，将被排除在该州批准的项目名单之外。

The Arkansas Department of Education had recently said that if a program uses the queuing theory, it would be disqualified from the state's list of approved programs.

科罗拉多州教育部也拒绝了她的阅读学习单元。

And the Colorado Department of Education rejected her reading units of study.

就在露西·考金斯发表关于阅读科学的第一份声明整整一年后，她又发布了一份新的声明。

And then almost exactly a year after Lucy Calkins made that first statement about the science of reading, she made another statement.

这份声明有所不同。

This one was different.

在新声明中，露西·考金斯表示，她和她的同事们一直在深入研究阅读研究者的工作，努力更深入地理解阅读科学的最新进展，并认定他们方法中的某些方面需要重新平衡。

In the new statement, Lucy Calkins says that she and her colleagues have been pouring over the work of reading researchers, that they have challenged themselves to understand more deeply the advances in reading science, and they have determined that aspects of their approach need rebalancing.

在这一声明中，她建议所有初学者都能获得可解码书籍，即包含他们已学过拼读模式的单词的书籍。

In this statement, she recommends that all beginning readers have access to decodable books, books that contain words with spelling patterns they've been taught.

她也逐渐放弃了对线索策略的支持。

And she moves away from her support for the cueing strategies.

她说，通过看图片来猜测单词效率低下，可能无法让书面单词进入孩子的长期记忆。

She says looking at a picture to figure out a word is inefficient and might not allow written words to get into a child's long term memory.

我们所做的一切从来都不是完美的。

Nothing that we do is ever perfect.

你知道，我们只是在做当时最了解的最好努力。

You know, it's only the best that we know.

这是2021年3月的露西·考金斯。

This is Lucy Cawkins in March 2021.

这是她的Zoom办公时间。

It's her Zoom office hours.

在这次办公时间中，她宣布海涅曼公司将发布她《阅读教学学习单元》的新版本。

And in this office hours, she announces that Heinemann will be releasing a new edition of her units of study for teaching reading.

她说她和她的团队一直在重写课程，以反映他们对阅读科学的新认识。

She says she and her team have been rewriting the curriculum to reflect what they have learned about the science of reading.

我们修正了一些地方，那些地方被阅读科学指出我们之前搞错了。

We fixed up a few of the places where the science of reading has been, you know, pointing out we were, like, messed up.

她说有一些事情让她后悔，有一些事情她本可以做得不一样。

She says there are things she regrets, things she should have done differently.

我想就这些事问她一下。

I wanted to ask her about all this.

我曾在2019年写信给她，试图安排一次采访。

I had written to her in 2019 to try to get an interview.

她没有回复。

She didn't respond.

但去年我再次给她发邮件时，她立刻回了我。

But when I emailed her last year, she got back to me right away.

我正在按录制键。

I'm pressing pressing record.

我们于2021年5月进行了一次采访。

We did an interview in May 2021.

露西，你在吗？

Lucy, are you there?

我当时在自家的办公室里。

I was in my home office.

她在她家。

She was at her house.

她能听到我们吗？

Can she hear us?

露西？

Lucy?

一开始我们遇到了一些技术问题。

We had some technical issues at first.

哎呀。

Uh-oh.

你能听到我吗？

Can you hear me?

是的。

Yeah.

然后我们就开始了。

Then we got started.

所以我们今天见面，是因为你正在重新思考如何教阅读。

So we're meeting today because there are some things that you are rethinking about how to teach reading.

你能告诉我是什么促使你这样想的吗？

Can you tell me what led to that?

比如，有没有什么特别的时刻或经历？你能跟我详细说说吗？

Like, was there a particular moment or experience that you can Can you walk me through that?

我认为重要的是要知道，我们一直在重新思考。

Well, I think the important thing to know is that we are always rethinking.

所以这并不是一个新想法，我们一直在重新思考。

So it's not a new it's not a new idea that we're rethinking.

还有另一点，总会有新的研究出现，或者一些对我们来说是新的研究。

And the other thing, there's always new research coming or just research that's new to us.

她提到了关于读者如何将单词的书面形式映射到记忆中的研究。

She brings up research about how readers map the written form of a word into their memory.

这个过程有一个专业术语，我在第二集描述时特意没告诉你。

There's a technical term for that process that I spared you when I was describing it in episode two.

它叫做正字法映射。

It's called orthographic mapping.

所以我认为，通过向你和其他阅读科学研究人员学习，我深刻认识到正字法映射的重要性，并且在与教师和课堂实践过程中，我确信我们在这一方面做出改变会大有裨益。

So I think it's really been, learning from you and, other science of reading researchers the importance of orthographic mapping and being convinced as we worked with teachers and in classrooms, know, being convinced that that was something that we could benefit from changing on that account.

正字法映射这个概念对你来说是全新的吗？

Is this idea of orthographic mapping something that is new to you?

你是从什么时候开始理解这个概念的？

Like when did you begin to understand that, what that is?

嗯，有‘理解’，也有‘理解’，还有‘理解’。

Well, there's understand and there's understand and there's understand.

你知道吗，我发现你会学习、再学习、不断重新学习。

You know, I find that you learn and you relearn and you relearn and you relearn.

但这一理念在我们的写作、教学和思考中确实变得越来越重要。

But it's certainly become more important in our writing, in our teaching, in our thinking.

是的。

Yeah.

我感谢阅读科学的研究让这一点变得如此突出，因为确实是你引起了我们的注意，我们认为你对此的看法是正确的。

And I am grateful to the science of reading research for making it so prominent because, yeah, I think you called attention to it and we think that you were right about that.

我想了解她过去对孩子们如何学习阅读的看法。

I wanted to understand what she used to believe about how kids learn to read.

在九十年代末，她撰写关于如何教阅读的书籍时，你当时对孩子们如何学习阅读的理解是什么？

Back in the late nineties, when she was working on her book about how to teach reading, what was your understanding at that point, do you think, of how kids learn to read?

也就是说，这个过程是如何发生的？

Like, how does that happen?

是的。

Yeah.

我真的回不去，也想不起来我当时是怎么想的，是的。

I really can't go back and recall what what I what my was yeah.

我的意思是，我可以去

I mean, I could go

再翻一遍那本书，或许能挖出当时的想法

back and look at the book again, and maybe I could dig it back

你知道的，去翻出我那时的想法，但我真的记不清了。

you know, dig up what I was thinking then, but I can't really recall it.

我想弄清楚的是，她为什么不知道现在所了解的这些研究？

What I'm trying to figure out is why didn't she know about the research that she now knows about?

她为什么没有早点知道这些？

Why didn't she know about it sooner?

这些研究中的很多内容并不新。

So much of this research isn't new.

而读者在阅读时利用语境、多种信息来源来解码和识别单词这一观点，早在七十年代和八十年代就被研究者们当作一个有趣的问题提出来了：我们真的是这样做的吗？

And this idea that readers use context, multiple sources of information to solve words, identify words as they're reading, that was really taken on by researchers back in the seventies and eighties as an interesting question, like, is that what we do?

他们明确地证明了情况并非如此。

And they showed quite definitively that that wasn't the case.

我的意思是，你是否意识到这项研究，以及到90年代时它已经有多清晰？

I mean, were you sort of aware of that research and how clear that was already by the 90s?

你又在让我回溯过去某个时刻我脑子里的想法。

Again, you're asking me to go back and figure out what was in my mind at one point or another.

但我想说的是，你必须记住，当时并没有多少课堂在采用那种基于链条式思维的教学方法，而那些方法本可以充满活力、感人至深、令人振奋，激发孩子们成为热情的读者和写作者。

But I would say that that you have to remember that that research was not I don't think that there were classrooms that were doing classroom based methods that were exciting and poignant and beautiful and getting kids on fire as readers and writers that were using that chain of thinking.

要知道，那只是与我们截然不同的整体教育理念的一部分。

Know, it was part of an entire gestalt that was different than ours.

所以，我不是在说我对还是错，但那是我的印象。

So, and I'm not trying to say if I'm right or not, but I think that was my impression.

我认为，这种印象正是科学证据支持的教学方法在学校难以推广的原因之一。

I think this impression is one reason that instruction aligned with scientific evidence has had a tough time gaining traction in schools.

人们觉得它很枯燥。

The impression is that it's boring.

但对小孩子来说，学习阅读并不枯燥。

But learning how to read isn't boring for little kids.

还记得卡马里吗？

Remember Kamari?

微笑着。

Smiling.

微笑着。

Smiling.

那佐伊呢？

And Zoe?

就像是

It's like

有史以来最棒的事。

the best thing ever.

好的阅读教学对孩子来说并不枯燥。

Good reading instruction isn't boring for children.

也许成年人会觉得其中某些部分很无聊。

Maybe adults find parts of it boring.

但这不应该关乎成年人想要什么。

But this shouldn't be about what adults want.

而应该关乎孩子们需要什么。

It should be about what kids need.

没有任何理由表明，符合科学证据的阅读教学不能既令人兴奋又优美。

And there's no reason that reading instruction aligned with scientific evidence can't be exciting and beautiful.

我认为露西·考金斯现在也这么看了。

I think Lucy Cawkins sees it that way now too.

因为符合阅读科学的教学方法，正是她说她现在所推广的。

Because instruction aligned with the science of reading is what she says she's now selling.

她希望学区能继续支持她，并购买她修订后的课程。

She's hoping that school districts will stick with her and buy her revised curriculum.

已经使用过她教材的学区可以享受折扣。

Districts that were already using her materials can get it for a discount.

但并不是每个人都买账。

But not everyone's buying.

例如，加利福尼亚州的帕洛阿尔托。

For example, Palo Alto, California.

该学区去年决定寻找一种新的阅读课程来取代卡金斯的课程。

The district decided last year to look for a new reading curriculum to replace Calkins.

我问了那里的校董会成员托德·柯林斯，他是否会考虑她的修订版。

I asked Todd Collins, the school board member there, if he'd consider her revised edition.

他说不会。

He said no.

那里存在信任问题。

There's a trust issue there.

你必须决定是否能再次信任她。

You'd have to decide you could trust her again.

这很难。

That's hard.

在过去的几年里，随着露西·卡金斯就阅读科学发表言论并重写她的课程，艾琳·丰塔斯和盖伊·苏·平内尔一直保持沉默。

Over the past few years, as Lucy Calkins was making statements about the science of reading and rewriting her curriculum, Irene Fountas and Gay Sue Pinnell were keeping pretty quiet.

直到去年，2021年11月，他们通过发布在网站上的一系列录音问答打破了沉默。

Until last year, November 2021, when they broke their silence in a series of recorded q and a's posted to their website.

你们为何选择不参与关于如何教孩子阅读的最新争论？

Why have you chosen not to participate in the latest debate about how to teach children how to read?

我和盖伊经历过之前的两极分化，我们 simply 不认为这能带来成效。

Gay and I have lived through polarization before, and we simply don't see it as being productive.

这是艾琳·丰塔斯。

This is Irene Fountas.

我们现在觉得，是时候澄清一些对我们的工作的误解了，以支持那些正遭受攻击的教师们。

We do feel now it's the right time to clarify some mischaracterizations of our work in support of teachers, some of whom are under attack.

在这系列问答中，丰塔斯和平内尔重申了他们对玛丽·克莱的承诺。

In this series of q and a's, Fountas and Pannell reiterate their commitment to Mari Clay.

玛丽·克莱曾说过

Mari Clay has said

这是盖苏·潘内尔。

This is Gesu Pannell.

如果一个孩子没有学会，那说明我们还没有找到教他的方法。

If a child has not learned, then we have not yet discovered the way to teach him.

但他们进一步坚持他们几十年来推广的方法，并重申对克莱的线索理论的承诺。

But they double down on the approach they've been promoting for decades and reiterate their commitment to Clay's queuing theory.

多种信息以复杂而协调的方式结合起来。

Multiple sources of information are combined in a complex and orchestrated way.

如果读者因为图片信息而把‘马’读成‘小马’，这表明读者正在利用图片中的意义信息。

If a reader says pony for horse because of information from the pictures, that tells the teacher that the reader is using meaning information from the pictures.

他的回答部分正确，但老师需要引导他停下来，追求准确性。

His response is partially correct, but the teacher needs to guide him to stop and work for accuracy.

丰塔斯表示，要求孩子仅仅拼读一个单词是过于简化的，相当于告诉孩子不要思考。

Fountas says that asking a child to just sound out a word is simplistic and analogous to telling the child not to think.

当这场识字争议加剧时，你对那些感到被夹在中间的教师有什么建议？

What advice do you have for teachers who feel caught in the crossfire while this literacy debate intensifies?

我们鼓励您坚定地坚持您的愿景和价值观。

We would encourage you to remain steadfast to your vision and values.

这是彭内尔再次发言。

This is Pennell again.

继续坚持对您的孩子、您所教的孩子有效的方法，并依靠可观察的阅读和写作行为来指导您每时每刻的教学。

And keep doing what works for your children, the children you teach, and rely on observable reading and writing behaviors to guide your moment to moment teaching.

他们确实很好地说明了。

They really illustrate.

但他们还是没明白。

They still don't get it.

这是威斯康星大学的认知科学家马克·塞登伯格。

This is Mark Seidenberg, the cognitive scientist at the University of Wisconsin.

我打电话给他，想听听他对丰塔斯和皮内尔系列观点的反应。

I called him to get his reaction to Fountas and Pinnell's series.

他们向我澄清说，他们实际上并没有从关于如何最好地教孩子阅读的持续讨论中获得多少益处，以使最多的孩子取得成功。

They clarified for me that they just haven't really benefited much from the ongoing discussion about what are the best ways to teach kids to read so that the most kids succeed.

我觉得他们只是在坚持立场，希望这些东西能自行过去。

I I think they're they're just trying to hold the line and, you know, hoping that this stuff will blow over.

这就引出了他们的出版商希尼曼。

Which brings us to their publisher, Heinemann.

他们的明星作者露西·卡金斯已经远离了排队理论。

One of their star authors, Lucy Cawkins, has moved away from the queuing theory.

他们的另一位明星作者丰塔斯和平内尔则没有。

Their other star authors, Fountas and Pinnell, have not.

希尼曼在这场争论中持什么立场？

Where does Heinemann stand in all this?

你好，维基。

Hi, Vicky.

你好，艾米莉。

Hi, Emily.

很高兴见到你。

Very nice to meet you.

我跟维基·博伊德谈过了。

I talked to Vicky Boyd.

当我们去年四月进行采访的时候，她担任海涅曼的执行副总裁兼总经理。

She was the executive vice president and general manager of Heinemann when we did an interview last April.

她从21世纪初就开始在这家公司工作。

She'd been with the company since the early two thousands.

我向维基指出，丰塔斯和皮内尔仍然坚持排队理论，而露西·考金斯则没有。

I pointed out to Vicki that Fountas and Pannell are sticking with the queuing theory, and Lucy Cawkins is not.

这两件事不可能都是对的。

Both of those things can't be right.

海涅曼对此持什么立场？

Where does Heinemann stand on that?

是的。

Yeah.

谢谢你提出这个问题。

You know, thank you for that question.

你知道，我们的作者们意见不一，我们认为这很好。

You know, our our authors disagree, and we think that's good.

我们认为争论是好事。

We think debate is a good thing.

但有很多证据反对排队理论，自九十年代以来就一直存在大量证据。

But there's lots of evidence against the queuing theory, and there's been lots of evidence since the nineties.

现在是2022年，你刚刚说你们的作者们意见不同，但我认为这不仅仅是意见分歧的问题。

And now it's 2022, and you just said that there's a difference of opinion among your authors, but I think this is bigger than a difference of opinion.

丰塔斯和帕内尔还在坚持一种早在几十年前就被证明不是好主意的观点吗？

Fountas and Panell are holding fast to something that has been shown, decades ago to not be a good idea?

是的。

Yeah.

我不确定是否同意他们固守已被证伪的观点。

I I'm not sure that I agree that they're holding fast to something, that has been, disproven.

这些作者都是该领域的领军人物。

These authors are, leaders in the field.

我们依赖他们多年的研究以及将这些研究应用于实际课堂的解读。

We rely on their many years of research and interpretation of that research into real classrooms.

研究支持多种方法，教师需要多样化的选择。

Research backs many approaches, and teachers need a range of options.

我告诉她，我们采访过阅读科学家、家长和教师，他们表示，提示策略实际上正在伤害一些孩子。

I tell her that we have interviewed reading scientists and parents and teachers who say that the cueing strategies are actually harming some kids.

对于那些说希尼曼的产品仍然包含这些策略并正在伤害儿童的人，你的回应是什么？

What's your response to people who say that Heinemann products that still have those strategies in them are harming children?

是的。

Yeah.

正如你可能想象的，这令人不安。

That, as you might imagine, is disturbing.

这让我们停下来思考。

And it gives us pause.

这引发了大量反思。

It inspires a lot of reflection.

它促使我们审视自己的观点以及我们在世界上所从事的工作。

It has us interrogating our own ideas and the work that we're doing in the world.

我们从未停止学习。

We never stop learning.

我们从未停止倾听批评者的声音。

We never stop listening to the critics.

我们从未停止考虑任何能够帮助教师帮助学生进步的研究。

And we never stop considering any research that can help teachers help students move forward.

你真正帮助提升了关于所谓‘阅读科学’的讨论。

You've really helped to elevate conversation around something that's called the science of reading.

我对此心怀感激。

And I'm grateful for that.

这让我们陷入了一个令人不安的境地，因为关于我们的作者和海涅曼公司所做之事的一些说法，与我以及许多了解海涅曼的人所认知的并不相符。

It's put us a bit in a troubling place because some of the talk about what our authors do and about what Heinemann is about has not rung true to me and to a lot of the folks who, who know Heinemann.

在我们采访大约三个月后，维基·博德离开了海涅曼。

About three months after our interview, Vicki Boyd left Heinemann.

这家公司有了新的总裁。

The company has a new president.

我还没和他谈过。

I haven't talked to him.

他今年夏天接任后，在一篇博客文章中表示，公司将会致力于明确并规范化其课程开发实践。

After he took over this summer, he said in a blog post that the company would be focusing on clarifying and formalizing its curriculum development practices.

上个月，就在本播客第一集发布之前，他表示海涅曼将与丰塔斯和皮内尔合作，加强其教材中基础技能和解码能力的比重。

And last month, just before the first episode of this podcast, he said that Heinemann would be working with Fountas and Pinnell to increase the emphasis on foundational skills and decoding in their materials.

我给一位发言人发了邮件，询问海涅曼的课程审查流程将有何变化。

I emailed a spokesperson and asked what would be changing about the curriculum review process at Heinemann.

我还问了丰塔斯和皮内尔是否会放弃提示策略。

And I asked if Fountas and Pannell would be dropping the queuing strategies.

我没有收到回复。

I didn't get a response.

我之前告诉过你，根据我所做的调查，我认为露西·卡金斯并不知道提示理论有什么问题。

I've told you before that based on the reporting I've done, I don't think Lucy Cawkins knew there was anything wrong with the queuing theory.

我认为她在我们的采访中已经说得很清楚了。

I think she made that clear in our interview.

但我认为她本该知道的。

But I think she should have known.

所有证据都摆在那儿，她却不知道。

All the evidence was there, and she didn't know.

而丰塔斯和皮内尔，我认为他们仍然相信排队法。

And Fountas and Pinnell, I think they still believe in queuing.

我认为他们在那些我放给你听的问答中已经说得很清楚了。

I think they made that clear in those q and a's I played for you.

我认为他们相信排队法，是因为他们对阅读及其运作方式有特定的看法。

And I think they believe in queuing because they have a particular idea about reading and how it works.

这种观点我在四年前的一次阅读恢复会议上亲眼目睹过。

An idea that I watched in action four years ago at a reading recovery conference.

当时我大为震惊，我想在广告后告诉你这件事。

It kind of blew my mind, and I wanna tell you about it after a break.

你好。

Hi.

我是艾米丽，我在这里提醒您，《Sold a Story》是独立公共媒体新闻的产物。

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。

It's expensive to produce.

但我们坚持做，因为这项工作具有影响力。

But we do it because the work has impact.

您现在可以通过访问 soldastory.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 soldastory.org slash donate or clicking on the link in the show notes.

测试。

Testing.

一、二、三。

One, two, three.

我觉得这个播客的灵感就是在这里产生的。

I think the idea for this podcast started here.

我们正在参加每年在俄亥俄州哥伦布市举行的全美阅读恢复与课堂识字会议。

We are at the National Reading Recovery and Classroom Literacy Conference held in Columbus, Ohio every year.

这是帕特里夏·谢勒。

This is Patricia Scherer.

她曾是一名阅读恢复教师，也是俄亥俄州立大学的教授。

She was a reading recovery teacher and a professor at Ohio State.

我于2018年在这场阅读恢复会议上认识了她。

I met her in 2018 at this reading recovery conference.

我最近刚制作了一部关于读写障碍儿童的音频纪录片。

I'd recently made an audio documentary about kids with dyslexia.

正是这些读写障碍儿童的家长告诉我关于玛丽·克莱的阅读恢复项目。

And it was parents of kids with dyslexia who told me about Mari Clay's reading recovery program.

他们的许多孩子都参加过阅读恢复项目。

Many of their kids had been in reading recovery.

而我交谈的那些家长并不认为这个项目有效。

And the parents I was talking to didn't think the program worked.

事实上，一些家长告诉我，他们觉得阅读恢复项目让孩子的状况变得更糟了。

In fact, some parents told me they thought reading recovery made things worse for their kids.

所以我在2018年来到哥伦布，想更多地了解阅读恢复项目。

So I'm here in Columbus in 2018 to learn more about the reading recovery program.

我和帕特里夏·谢勒一起在会议展览厅里。

I'm in the Conference Exhibit Hall with Patricia Scherer.

你看，我们希望孩子们被大量文本包围。

And you see, we want our children to be flooded with text.

我们提供大量文本。

We send text

她正在给我看阅读恢复教师在课程中使用的书籍类型。

She's showing me the kinds of books that Reading Recovery teachers use in their lessons.

这是我第一次接触到那些分级小书。

This was my first introduction to those little leveled books.

这种昆虫会跳。

This insect can jump.

这种昆虫会爬。

This insect can climb.

现在，他们能读这些文字，因为你已经向他们介绍了这个模式，他们可以借助图片来尝试理解。

Now, they can read this because you've introduced the pattern to them, and they can use the picture to try and figure it out.

这是我在会议上唯一被允许录制的内容。

This was the only thing at the conference I was allowed to record.

但我确实参加了许多会议环节，并做了笔记。

But I did go to a bunch of the conference sessions, and I took notes.

我参加的大多数会议都集中在研究孩子们阅读时忽略了哪些线索。

Most of the sessions I went to focused on trying to figure out what cues kids were neglecting when they were reading.

演讲者播放了孩子们阅读的视频，我一直在等有人指出：他们忽略了字母。

Presenters played videos of children trying to read, and I kept waiting for someone to say, they're neglecting the letters.

他们没有拼读单词。

They're not sounding out the words.

但这种情况并没有发生。

But that didn't happen.

在其中一个讲座中，演讲者说，研究表明年轻读者并不会逐字拼读单词。

In one of the sessions, a presenter said, research shows young readers do not sound out words letter by letter.

我觉得这很奇怪，因为我读过大量研究，它们说的恰恰相反。

And I thought that was strange because I had been reading a lot of research that said the opposite.

这些研究指出，拼读书面单词是成为优秀读者过程中的关键环节。

It said that sounding out written words is a critical part of the process of becoming a good reader.

对我来说，这次会议最奇怪的部分是周日早晨的主题演讲。

The strangest part of the conference for me was the Sunday morning keynote.

我后来拿到了它的录音。

I got a recording of it later.

所以，到了2018年，阅读辅导项目已经持续了三十四年。

So here we are in 2018, and Reading Recovery has been going strong for thirty four years.

主题演讲者是玛丽·弗里德。

The keynote speaker is Mary Fried.

她是一位阅读恢复课程的教师培训师，早在20世纪80年代就在俄亥俄州由玛丽·克莱本人亲自教授如何开展阅读恢复教学。

She was a reading recovery teacher trainer who was taught how to do reading recovery by Mari Clay herself in Ohio in the nineteen eighties.

在主题演讲中，玛丽·弗里德进行了一节简短的阅读课。

In the keynote, Mary Fried does a little reading lesson.

今天，你们将扮演一名初学阅读的孩子。

Today, you're going to be a beginning reader.

现场设置了投影仪，以便观众能看清他们即将尝试阅读的书页。

There's a projector set up so the audience can see the pages of the book they're going to try to read.

这本书讲述的是一只小狗的故事。

The book is about a puppy.

观众可以看到小狗的图片，但由于这本书不是用英语写的，所以文字对他们来说是陌生的。

The audience can see his picture, but the words are unfamiliar to them because the book is not written in English.

这是他的名字，

This is his name,

她指着小狗的名字‘Platt’。

She points to the puppy's name, Platt.

然后她通读了整本书，预览了故事内容，解释了其中一些词的含义。

She then goes through the entire book, previewing the story, to some of the words, and saying what they mean.

这是他的表亲。

This is his cousin.

在观众自己尝试阅读这本书之前，就像在阅读恢复课程中那样。

Is before the audience tries to read the book themselves, just like in a reading recovery lesson.

现在轮到你们了，你们可以读完整本书。

So now it's your turn, and you get to read the whole book.

她翻回第一页，观众开始朗读。

She turns back to the first page, and the audience starts reading.

这时事情变得奇怪了。

This is where things get weird.

你听不清观众的声音，但他们说的却是英语，尽管他们正在尝试阅读一本用另一种语言写成的书。

You can't hear the audience very well, but they're speaking English, even though they're trying to read a book that is written in another language.

非常好。

Very good.

你差点就对了。

You almost got it.

这个词看起来像Mary

That word looks like Mary

弗里德让观众停下来，因为她指出他们读错了。

Fried stops the audience because she says they made an error.

有一张图片是小狗普莱特和他的朋友，一只名叫汤姆的鳄鱼。

There's a picture of Plett the puppy and one of his friends, an alligator named Tom.

他们正在蹦床上，下面有一句话。

They're on a trampoline, and there's this sentence.

汤姆或普莱特跳上蹦床。

Tom or Platt hopper or tampoline.

观众把这句话读成了‘汤姆和普莱特在蹦床上跳跃’。

The audience read that sentence as Tom and Platt hopped on the trampoline.

但玛丽·弗里德告诉他们，这样读是不对的。

But Mary Fried tells them that wasn't right.