本集简介
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你好。
Hi.
我是艾米莉·汉福德，《Sol de Story》的主持人。
This is Emily Hanford, host of Sol de Story.
如果你还没听过《Sol de Story》，请暂停，返回并从第一集开始听。
If you haven't heard Sol de Story yet, please stop, go back, and start with episode one.
如果你已经听过《Soul a Story》并想听更多内容，那你来对地方了。
If you have heard Soul a Story and you want more, you're in the right place.
我们很快就会推出一集《Soul a Story》的特别附加集。
We're going to have a bonus episode of Soul a Story coming soon.
与此同时，我们将在本播客频道发布四部时长一小时的音频纪录片。
In the meantime, we are putting up four hour long audio documentaries on this podcast feed.
你们中的一些人可能已经听过其中一部或全部纪录片。
Some of you may have already heard one or all of these documentaries.
这些纪录片都围绕阅读展开，探讨孩子如何学习阅读以及他们正在接受怎样的教学。
They're all about reading, how kids learn to read, how they're being taught.
我在制作《Sold a Story》之前就制作了这些音频纪录片。
I made these audio documentaries before I made Sold a Story.
事实上，如果你听完这四部纪录片，你基本上就能听到《Sol de Story》这个播客是如何诞生的故事。
In fact, if you listen to all four of these documentaries, you will basically hear the story of how the Soul to Story podcast came to be.
这部第一部音频纪录片名为《难以阅读》。
This first audio documentary is called Hard to Read.
它探讨了患有阅读障碍的孩子为何在学校难以获得他们所需的帮助。
It's about why kids with dyslexia have a hard time getting the help they need in school.
它最初于2017年9月11日发布。
It was originally released on 09/11/2017.
你听到的第一个声音是斯蒂芬·史密斯，他为这个节目做介绍。
The first voice you hear is Stephen Smith, who introduces the program.
来自美国公共媒体，这是APM报道的纪录片。
From American Public Media, this is an APM reports documentary.
戴恩·盖斯特于2016年高中毕业。
Dane Guest graduated from high school in 2016.
他当时在做建筑工，但他知道这并不是他想从事一生的职业。
He was working construction, but he knew that wasn't what he wanted to do with his life.
不过他的选择很有限，因为戴恩阅读非常困难。
His options are limited though because Dane has a really hard time reading.
当他打开一本书时，
When he opens a book,
他看到的
he sees
就是一堆文字。
Just a whole bunch of words.
这些，你知道的，一排排的字母排列在一起。
This, you know, whole bunch of letters just lined up.
从他记事起，字母和书面文字对他来说就一直没什么意义。
Ever since he can remember, letters and written words haven't made much sense to him.
他的母亲帕姆·盖斯特从幼儿园时就感觉不对劲。
His mom, Pam Guest, knew something wasn't right starting back in kindergarten.
每天早上学生进教室时，都会写下自己带了午餐，或者打算在食堂买午餐。
In the mornings when students came into the classroom, they would write that they brought their lunch or that they were gonna purchase lunch in the cafeteria.
但戴恩总是直接走过那块板子，然后坐下。
And Dane always walked right past that board and sat down.
老师说他会赶上的。
The teacher said he'd catch up.
但到了一年级结束时，戴恩还是不会阅读。
But by the end of first grade, Dane still wasn't reading.
学校说他必须落后两个年级才能获得特殊教育支持。
The school said he had to be two grade levels behind before he could get special education.
而当你还在一年级时，根本不可能落后两个年级。
And there's no way to be two grade levels behind when you're still in first grade.
于是帕姆在自己办公室的墙上挂了一块黑板，尝试自己教戴恩。
So Pam hung a blackboard on the wall of her home office and tried teaching Dane herself.
他在学校什么都没学到，所以我们几乎每天晚上都花时间教他课程内容，教他当天没学会的功课。
He wasn't learning anything at school, so we spent time every evening almost, you know, teaching him the lessons, teaching him the classwork, teaching him what he hadn't learned during the day.
无论我们练习了多少，他还是学不会。
And no matter how much practice we did, he still didn't get it.
这毫无道理。
It didn't make sense.
到了二年级，学校终于承认存在问题，达恩开始接受阅读方面的特殊教育服务。
By second grade, the school acknowledged there was a problem, and Dane started getting special education services for reading.
他们会把你带到一个房间里。
They would take you into a room.
大概会有十个人左右，他们会读给你听，或者替你写字。
There'll be, like, 10 of us maybe, and they would read to you or write for you.
但他从不记得有人教过他阅读。
But he never remembers anyone teaching him to read.
相反，他说老师告诉他只是不够努力。
Instead, he says teachers told him he just wasn't trying hard enough.
老师也对他的妈妈这么说。
That's what teachers told his mom too.
他们告诉我，他是个聪明的人。
They were telling me that he was a smart person.
他完全有能力完成这些功课，但他就是没有以有助于他学业成功的方式努力。
He was entirely capable of doing the work, but he just wasn't applying himself in a way that would help him to become successful academically.
看着达恩挣扎，让我感到异常熟悉。
Watching Dane struggle was eerily familiar.
帕姆的哥哥也曾这样挣扎过，从未高中毕业，最终染上毒瘾，去世了。
Pam's brother had struggled like this, never graduated from high school, ended up addicted to drugs, and died.
帕姆的家人怀疑她哥哥患有阅读障碍。
People in Pam's family suspected her brother had dyslexia.
他从未接受过正式的检测。
He never had formal testing.
那可能需要花费数千美元。
That can cost thousands of dollars.
但帕姆一直想着，也许达恩也有阅读障碍。
But Pam kept thinking, maybe Dane has dyslexia.
她以为，如果真是这样，学校会通知她的。
She figured if he did though, the school would let her know.
阅读障碍可不是什么没人知道的疾病。
It's not like dyslexia is some kind of unknown disorder.
《考斯比一家》里的西奥·哈克斯布尔就患有阅读障碍。
Theo Huxtable from the Cosby Show had dyslexia.
帕姆以前常看这个节目。
Pam used to watch that show.
西奥，我觉得你应该去检查一下是否患有阅读障碍。
Theo, I think that you should be tested for dyslexia.
阅读障碍？
Dyslexia?
那是什么？
What's that?
这一集讲的是西奥第一次被确诊的过程。
This is the episode where Theo is first diagnosed.
他有这个智力水平。
He has the brainpower.
他只是在接收信息的方式上有点问题。
He just has a glitch in the way he takes in information.
问题？
A glitch?
是的，他在处理语言方面存在一些困难。
Yes, he just has a problem in the way that he processes language.
这正是戴恩身上发生的情况。
This is exactly what seemed to be going on with Dane.
所以我问老师他是不是患了阅读障碍。
So I asked the teachers if he was dyslexic.
我提出来了。
I said it.
我说了那个词：他是不是患了阅读障碍？
I said the word, is he dyslexic?
他们说没有。
And they said no.
这种情况年复一年地持续着。
It went on like this year after year.
帕姆怀疑他有阅读障碍，而学校却说没有，帕姆相信了他们，因为他们是教育专家。
Pam suspecting he was dyslexic, the schools saying no, and Pam believing them because they were the education experts.
她不知道还能做什么。
She didn't know what else to do.
后来，当戴恩上高中最后一年时，帕姆得知了一个名为‘破解阅读障碍’的组织。
And then when Dane was a senior in high school, Pam found out about a group called decoding dyslexia.
这是一个由全美各地家长组成的网络，他们担心学校没有对儿童进行阅读障碍筛查，也没有提供适当的帮助。
It's a network of parents across the country concerned that schools aren't screening kids for dyslexia or giving them appropriate help.
帕姆了解到，她有法律权利要求为儿子进行测试。
Pam learned she had a legal right to demand that her son be tested.
学校终于在戴恩高中最后一年做了测试，测试报告指出
The school finally did, Dane's senior year of high school, and the testing report said
表现出与阅读障碍相似的特征，但他们不会说他是阅读障碍者。
Characteristics similar to those of dyslexia, but they would not say that he was dyslexic.
我问那位心理学家，为什么她使用这样的措辞。
And I asked the psychologist why she used that phrasing.
她说，她从不会说一个学生是阅读障碍者。
And she said, she would never say that a student is dyslexic.
我们从不这样做。
We don't do that.
我说，你这话是什么意思？你们不这样做？
And I said, what do you mean you don't do that?
她说，认定一个学生是阅读障碍者，不在我们的专业职责范围内。
She said, it is not in our realm of professionalism to say that a student is dyslexic.
我们绝不会这样做。
We will never do that.
这就好像阅读障碍是个禁忌词，是个会伤害孩子的标签。
It's as if dyslexia were a bad word, a label that would harm kids.
但对于戴恩来说，从未得到这个标签意味着从未获得正确的帮助。
But for Dane, never getting that label meant never getting the right kind of help.
关键是这样。
And here's the thing.
患有阅读障碍的人是可以学会阅读的。
People with dyslexia can learn to read.
有一些有效的教学方法。
There are teaching methods that work.
但在美国的公立学校里，数以百万计患有阅读障碍的孩子并没有接受这种教学。
But in American public schools, millions of kids with dyslexia are not getting this kind of teaching.
来自APM报道，这是《难以阅读：美国学校如何辜负阅读障碍儿童》。
From APM reports, this is Hard to Read, How American Schools Fail Kids with Dyslexia.
我是斯蒂芬·史密斯。
I'm Stephen Smith.
科学家估计，美国大约有百分之五到十二的儿童患有阅读障碍。
Scientists estimate that somewhere between five and twelve percent of children in The United States have dyslexia.
这是最常见的学习障碍。
It's the most common learning disability.
然而，在许多公立学校中，它却经常被忽视或错误地处理。
And yet, it's routinely ignored or improperly treated in many public schools.
为什么？
Why?
我们的记者艾米莉·汉福德数月来一直在调查这个问题。
Our correspondent Emily Hanford has been investigating this question for months.
在接下来的一个小时里，她将告诉我们她发现了什么。
Over the next hour, she's going to tell us what she's learned.
这不仅仅是一个关于阅读障碍的故事。
It's not just a story about dyslexia.
这是一个关于美国公立学校教授孩子阅读方式存在问题的故事。
This is a story about what's wrong with the way kids are being taught to read in American public schools.
她从一个名叫比利·吉布森的学生开始讲述。
She begins with a student named Billy Gibson.
比利上小学时，连自己的名字都拼不出来。
When Billy was in elementary school, he couldn't spell his own name.
我得问旁边的同学。
I would have to, like, ask kids next to me.
我会说，嗨。
I'm like, hi.
你知道怎么拼William Gibson吗？
Do you know how to spell William Gibson?
因为在一年级和二年级时，其他孩子都已经在盯着我看，你连自己的名字都不会拼？
And I'm because I and, like, the first and second grade were kids were, like, already, like, looking at me, you don't know how to spell your own name?
就连比利也难倒了他。
Even Billy stumped him.
我会拼成b i l e i。
I'd be, like, b I l e I.
我总是把字母顺序搞反，还会把y写反方向。
And just I I just would get all the letters backwards, and I would write the y's in the wrong direction.
对我来说最糟糕的事就是分不清小写的b和d。
I would do the worst thing for me was figuring out between lowercase b and d.
我总是把它们搞混。
I would always get those mixed up and stuff.
当然，他的所有拼写测试都考得很差。
He bombed all of his spelling tests, of course.
他记得老师当时是怎么回应的。
Here's what he remembers about how his teacher would respond.
我会立刻被赶到教室外的走廊上。
I would be immediately sent out into the hallway of the classroom.
等她把试卷发给其他孩子后，班上成绩最好的学生就会出来。
After she's done handing out the test to the rest of the kids, the kid with the highest grade in the class would come out.
我记得她说：‘你看看能不能教教这个孩子怎么拼这些词。’
I remember her saying, like, see if you can teach this kid how to spell these words.
比利根本不知道自己有阅读障碍。
Billy had no idea he was dyslexic.
他的父母也不知道。
Neither did his parents.
比利只是觉得自己是个笨孩子，总是在走廊里待着。
Billy just came to think of himself as the dumb kid who spent a lot of time in the hall.
我们接下来要回到学校如何应对患阅读障碍的孩子这个问题。
We're going to return to the question of how schools deal with kids who have dyslexia.
但在那之前，比利的大脑里发生了什么？
But first, what was going on in Billy's brain?
阅读障碍是什么？
What is dyslexia?
Trive。
Trive.
Trive。
Trive.
这是一个患有阅读障碍的11岁男孩。
So this is a boy who has dyslexia, he's 11.
那是吉内维尔·伊登。
That's Guinevere Eden.
这个词。
This word.
这不是个简单的词，trivialities。
It's not an easy word, trivialities.
利特·提斯，trivialities。
Lit tease, trivialities.
吉内维尔·伊登说，所有婴儿都会自然地开始说话，除非他们有严重的认知障碍或听力问题。
Guinevere Eden says all babies will naturally start talking unless they have some kind of major cognitive impairment or hearing issue.
我们的大脑天生适应语言。
Our brains are wired for speech.
但并不天生适应阅读。
They are not wired to read.
大脑中没有任何部分是为阅读而组织的。
Nothing in the brain was organized to be reading.
因此，当我们学习阅读时，我们会整合一套具有特定属性的大脑系统，使我们成为熟练的读者。
So when we learn to read, we put together a set of brain systems that have properties that allow us to become skilled readers.
但这些系统原本并不是为阅读而设计的。
But they weren't actually designed to do that.
换句话说，阅读并不是天生就会的。
In other words, reading doesn't come naturally.
我们必须学习阅读。
We have to learn to read.
而阅读障碍者的大脑中有一些特性，使得学习阅读变得非常困难。
And there's something about the brains of people with dyslexia that makes learning to read really hard.
矮胖子
Humpty Dumpty
坐在
sat on
一场战争上。
a War.
蛋头先生。
Humpty Dumpty.
摔了个大跟头。
Had a great fall.
那是我们的制片人苏珊娜和她四岁的儿子米洛。
That's our producer Suzanne with her son Milo, who's four.
米洛没有阅读障碍。
Milo is not dyslexic.
什么和“cat”押韵？
What rhymes with cat?
mat。
Mat.
什么和“jelly”押韵？
What rhymes with jelly?
deli。
Deli.
米洛在做的这种押韵练习，需要一种叫做语音意识的能力。
What Milo's doing, rhyming words, requires something called phonemic awareness.
这是一种注意到并操控口语中单个音素的能力。
That's the ability to notice and manipulate the individual sounds or phonemes in spoken words.
患有阅读障碍的人在做这件事时会有困难。
People with dyslexia have a hard time doing this.
吉内维尔·伊登说，这使得学习阅读变得困难，因为
Guinevere Eden says this makes it difficult to learn to read because
当我们第一次看到单词时，我们会努力拼读出来。
When we see words for the first time, we really try to sound them out.
所以我们仔细地逐个分析，试图将声音与字母匹配。
So we go through them very carefully and try to match the sounds to the letters.
在我们反复拼读一个单词几次后，我们的大脑会将其作为整体存储在视觉系统中，我们一看到就能认出它。
After we sound out a word a few times, our brain stores it in our visual system as a whole word, and we know it when we see it.
如果你没有阅读障碍，就是这样运作的。
That's how it works if you're not dyslexic.
如果你有阅读障碍，你就无法像正常人那样自然地理解语音与字母之间的对应关系。
If you are dyslexic, it doesn't come to you the way that sounds and letters correspond.
一个常见的误解是，阅读障碍就是字母倒写，比如像比利·吉布森那样把小写的b和d搞混。
A common perception is that dyslexia is about reversing letters, getting lowercase b's and d's mixed up the way Billy Gibson did.
但所有刚开始识字的孩子都会出现这种情况。
But all beginning readers tend to do this.
只是许多有阅读障碍的人，如果没有得到恰当的帮助，就很难超越初学者阶段。
It's just that many people with dyslexia don't get past the beginning reader stage unless they get the right kind of help.
如果他们得不到这样的帮助，上学就会变成一种折磨。
When they don't get that help, school can be torture.
而且待在家里。
And stay home.
这是朱迪。
This is Judy.
她妈妈录下这段话时，她正在上三年级。
She was in third grade when her mom recorded this.
但我不能让你待在家里。
I can't let you stay home, though.
我们得去试试看。
We're gonna have to go give it a try.
朱迪今天不想去学校。
Judy does not want to go to school today.
她经常拒绝去上学。
She would refuse to go to school a lot.
她甚至学会了故意让自己呕吐。
She even learned to make herself throw up on command.
她妈妈玛吉·吉布森说，不需要把手指伸进喉咙里催吐。
No need to put her finger down her throat, says her mom, Maggie Gibson.
玛吉的大儿子是比利。
Maggie's oldest son is Billy.
玛吉和她的丈夫罗布一共有五个孩子，他们都有阅读障碍。
Maggie and her husband, Rob, have five kids, and they all have dyslexia.
但他们最初并不知道。
But they didn't know it at first.
我们知道有些不对劲。
We knew something wasn't right.
你能感觉到事情不对，但说不上具体哪里不对。
You can tell things are off, but you don't know specifically what.
我经常与全国各地的家长交谈，许多关于诵读困难孩子的故事都是这样开始的。
I talk to parents all over the country, and this is the way so many stories about kids with dyslexia begin.
父母知道孩子有问题，但学校却没发现。
The parents know something's wrong, but the school doesn't see it.
因此，玛吉录下了朱迪，以便向学校展示女儿有多痛苦。
That's why Maggie recorded Judy, to show the school how miserable her daughter was.
最终，吉布森家一个孩子正在接受辅导的私人家教说：‘你们应该让他接受评估。’
Finally, a private tutor one of the Gibson kids was working with said, You should have him evaluated.
吉布森一家决定自费为五个孩子全部进行检测。
The Gibsons decided to pay to have all five kids tested.
这是罗布。
Here's Rob.
所以我们做了这么一件事，设立了‘吉布森日’。
So what we did is we kind of set up where we had Gibson Day.
于是他们一整天连续为每个孩子进行评估。
And so they evaluated every single kid back to back for an entire day.
拿到结果后，吉布森一家带着报告走进孩子们的学校，说：看，我们的孩子有阅读障碍。
Results in hand, the Gibsons marched into their kids' school and said, Look, our children have dyslexia.
根据罗布的说法，学校是这样回应的。
And according to Rob, this is how the school responded.
是的。
Yeah.
我们明白这是来自一家权威机构的测试，显示异常，并建议有阅读障碍的孩子接受这些干预措施，但我们不同意。
We understand this is a test showing abnormalities from a reputed institution that recommends a child with dyslexia have this, that, and the other, and, oh, we don't agree with it.
当我们谈到这种分歧时，感觉就像我们在争论现实本身。
And when we got to that disagreement, it was almost like we're disagreeing over reality.
所以我们今天的目的
So our purpose today
是来审查你们由肯尼迪·克里格机构完成的教育评估。
is to review the, educational evaluation you had completed by Kennedy Krieger.
这是罗布和玛吉给我提供的录音，记录了他们与儿子埃迪学校的工作人员讨论测试结果的会议。
This is a recording Rob and Maggie gave me of the meeting where they went over the test results with staff at their son Eddie's school.
录音质量不太好，但你能听到罗布所描述的分歧。
It's not a great recording, but you can hear the disagreement Rob described.
他不，我们不怀疑有学习障碍。
He doesn't we do not suspect a learning disability.
等一下。
Wait a minute.
这是学校工作人员说，尽管有私人测试结果，学校仍不认为埃迪有学习障碍。
That's one of the school staff saying the school doesn't suspect Eddie has a learning disability, despite the private testing results.
吉布森夫妇希望为儿子争取的是一个IEP，即个性化教育计划，根据联邦特殊教育法，学业落后的残障学生本应获得这种计划。
What the Gibsons wanted for their son is an IEP, an individualized education plan that students with disabilities who are behind in school are supposed to get, according to the federal special education law.
但学校说，埃迪不可能有残疾，因为他成绩及格，标准化测试分数也处于平均水平。
But the school says Eddie can't have a disability because he has passing grades and average standardized test scores.
这正是许多家长与学校之间发生的争执。
This is the fight a lot of parents get into with their schools.
他们的孩子找到了应付过去的方法，但如果能得到专门的教学，他们的表现本可以好得多。
Their kids figure out ways to get by, but they're not doing nearly as well as they could if they got specialized instruction.
多年来，许多公立学校拒绝承认阅读障碍的存在。
And for years, many public schools refused to acknowledge dyslexia.
他们会说：我们不用‘阅读障碍’这个词。
They would say, We don't use the word dyslexia.
这是弗兰·鲍曼的说法。
This is Fran Baumann.
她是一名前特殊教育教师。
She's a former special education teacher.
因为一旦打开了潘多拉的盒子，你就必须为这些孩子提供服务。
Because once you open Pandora's box, you have to serve those children.
换句话说，如果学校承认孩子有阅读障碍，他们可能在法律上有义务提供特殊教育，而这是昂贵的。
In other words, if schools acknowledge a kid has dyslexia, they may be legally obligated to provide specialized education, and that's expensive.
我所接触的特殊教育主管都否认他们的学校是为了避免孩子进入特殊教育而拒绝使用‘阅读障碍’这个词。
Special education directors I talked to denied their schools were refusing to use the word dyslexia to keep kids out of ed.
无论原因如何，学校不使用这个词已成为一个严重问题，因此在2015年，美国教育部发布了一封特别信函，提醒学校不仅可以用这个词，如果它有助于为有阅读障碍的学生制定合适的教育计划，就应当使用。
Whatever the reason, schools not using the word was such a problem that in 2015, the US Department of Education issued a special letter reminding schools that not only can they use that word, they should use it if it can help them tailor an appropriate education plan for a student with dyslexia.
因为已有有效的方法可以帮助阅读障碍者学会阅读，这些方法最早可追溯到20世纪30年代。
Because there are effective methods to help people with dyslexia learn to read, first developed back in the 1930s.
所以，塞缪尔·奥顿是一位神经学家和精神病学家。
So Samuel Orton was a neurologist and psychiatrist.
这是弗兰·鲍曼的再次发言。
This is Fran Baumann again.
他发现许多青少年男孩因无法阅读而出现各种情绪问题。
He was seeing a lot of adolescent boys who had all sorts of emotional problems because they couldn't read.
这些男孩其他方面都完全聪明。
These boys were otherwise perfectly intelligent.
他们就是无法理解纸上的文字。
They just couldn't make sense of words on the page.
奥顿与一位名叫安娜·吉林厄姆的教育家和心理学家合作。
Orton paired up with a woman named Anna Gillingham, who was an educator and psychologist.
他们发现，有些孩子需要以不同的方式学习阅读。
What they figured out was that there were children who had to learn to read differently.
他们开发出一种被称为奥顿-吉林厄姆（OG）的方法。
They came up with an approach known as Orton Gillingham, OG for short.
这种方法会明确而系统地教导学生语音与字母之间的对应关系。
It's an approach where students are explicitly and systematically taught the ways that sounds and letters correspond.
简单来说，这是一种强化的自然拼读法。
To oversimplify a bit, it's basically heavy duty phonics.
他们最初主要在一些非常昂贵的私立学校工作。
They started working in mostly very fancy private schools.
这完全不在公立学校，也不在吉林厄姆那里。
This this was not in public school at all or in Gillingham.
弗兰·鲍曼在20世纪70年代接受了OG培训，她的梦想是将这种方法带到公立学校的孩子们身上。
Fran Baumann got trained in OG in the nineteen seventies, and her dream was to bring this approach to kids in public school.
她认为，当1975年福特总统签署如今被称为《残疾人教育法》的法案时，她的梦想就会实现。
She thought her dream would come true when in 1975, President Ford signed what is now known as the Individuals with Disabilities Education Act.
当时我正在大学任教。
I was teaching college at the time.
我还能清楚地记得，法律通过的那天几乎就在眼前。
I can remember, like, literally almost the day the law was passed.
我记得对我的所有学生说，这太令人兴奋了。
And I remember saying to all of my students, this is so exciting.
我们终于可以理直气壮地说：好吧。
We're finally gonna be able to say, okay.
如果你在幼儿园刚开始就遇到阅读困难。
So you're having trouble with reading and it's the beginning of kindergarten.
我们能帮助你。
We can help you.
这项法律的初衷简直令人惊叹，它促使学校开始意识到他们必须采取行动。
The intent behind the law was absolutely incredible, and it began to schools to recognize they needed to do something.
这是本·希夫林。
This is Ben Shifrin.
他有阅读障碍，成长于20世纪60年代，在公立学校里没有得到任何帮助。
He's dyslexic, grew up in the 1960s, got no help for his dyslexia in public school.
他说，父母每周支付15美元，请一位奥顿-吉尔曼姆导师到家里辅导他。
He says his parents paid $15 a week for an Orton Gillingham tutor to come to his house.
本·希夫林后来获得了特殊教育硕士学位，在特殊教育法实施几年后开始在公立学校工作。
Ben Shifrin eventually got a master's degree in special education and started working in public schools a few years after the special ed law went into effect.
他很快对这项法律感到失望。
He quickly became disillusioned with the law.
我认为最让我感到受辱的是，当我查看个别化教育计划时，他们要我跟家长说：我们需要，哦，不。
I think the thing that has insulted me the most and why I left public ed was when they wanted me to say to parents when I'd look at IEPs and say, we need oh, no.
不。
No.
不。
No.
我们不需要提供凯迪拉克。
We don't have to provide a Cadillac.
我们只需要提供雪佛兰。
We just have to provide a Chevy.
意思是公立学校没有足够的资金为每个有学习障碍的孩子提供最好的治疗。
Meaning public schools don't have the money to give every kid with learning disabilities the best treatment.
但阻碍公立学校为患读写障碍的孩子提供所需支持的，不仅仅是资金问题。
But it's not just cost that's kept public schools from giving kids with dyslexia what they need.
这还涉及长期以来关于如何教孩子阅读的分歧。
It's a long running disagreement about how to teach children to read.
哦，阅读教学之争由来已久。
Oh, the reading wars go way back.
它们可以追溯到数百年前。
They go back hundreds of years.
这又是弗兰·鲍曼。
That's Fran Baumann again.
美国的阅读教学之争可以追溯到公立学校运动之父霍勒斯·曼。
The reading wars in The US go all the way back to Horace Mann, the father of the public schools movement.
在19世纪，他强烈反对教授孩子字母代表发音的做法。
In the eighteen hundreds, he railed against the idea of teaching kids that letters represent sounds.
曼认为，如果孩子们先学会认读整个单词，他们会更好地理解所读的内容。
Mann believed children would better understand what they were reading if they first learned to read whole words.
这种方法后来被称为整体语言法，与弗兰·鲍曼在20世纪70年代接受的奥顿-吉尔曼方法形成对比。
This came to be known as the whole language approach, as opposed to the phonics approach Fran Baumann learned in her Orton Gillingham training in the 1970s.
她曾有一段时间在公立学校使用奥顿-吉尔曼方法，但她表示，很快就有主管告诉她，不允许她使用这种方法。
She was able to use OG in public schools for a while, but she says she soon got a supervisor who told her she wasn't allowed to use it.
那个家伙对我说，我永远不会忘记。
And this guy said to me, I will never forget it.
这件事深深印在我的脑海里。
It's like emblazoned on my brain.
他说，他说，他说：‘这就是你教人阅读的方式。’
He said, said, He said, well, that's how you're teaching people how to read.
你应该教他们整个单词，而不是这些小声音。
You should be teaching them by the entire word instead of these little sounds.
他是个全语言派的人。
He was a whole language guy.
全语言教学在二十世纪八十年代很流行。
Whole language was big in the nineteen eighties.
大多数教师培训项目都接受了这一理念，大多数学区也是如此。
Most teacher preparation programs bought into it, and so did most school districts.
全语言教学的基本理念是，阅读是一种自然的过程。
The basic idea behind whole language is that reading is a natural process.
如果你让孩子接触大量优秀的书籍，他们就会学会阅读。
If you expose kids to lots of good books, they will learn to read.
但到了二十世纪九十年代，美国社会越来越担忧，太多孩子阅读能力不佳。
But by the nineteen nineties, there was rising panic in America idea that too many kids were not reading well.
今晚来自美国教育部的一份报告，没有人会为这份成绩感到自豪。
From the US Department of Education tonight, a report card that no one would be very proud to bring home.
阅读和写作能力停滞不前。
Reading and writing skills have stagnated.
去年，美国学生的阅读能力在二十年来首次下降。
The reading skills of American students declined last year for the first time in twenty years.
针对阅读能力不佳的新闻，国会成立了一个国家阅读小组，以查明关于如何最好地教授阅读的争论根源。
In response to the news about poor reading skills, Congress created a national reading panel to get to the bottom of the debate about how best to teach reading.
因此，他们决定对所有基于科学的研究进行一次大规模分析。
So what they decided to do is do a mega analysis on all the scientifically based research.
这是安德里亚·罗森。
This is Andrea Rosen.
她培训教师如何教授阅读。
She trains teachers in how to teach reading.
国家阅读小组审查了超过十万项研究。
The National Reading Panel reviewed more than a 100,000 studies.
2000年，该小组发布了一份报告，对整体语言教学法造成了沉重打击。
And in 2000, the panel published a report that was a crushing blow to the whole language movement.
没有证据表明整体语言教学法有效，但有大量的证据表明，教授儿童声音、字母和拼写模式之间的关系能够提高阅读能力。
There was no evidence to show whole language worked and lots of evidence that teaching children the relationship between sounds, letters, and spelling patterns improves reading achievement.
这对所有孩子都适用，而不仅仅是患有阅读障碍的孩子。
This is for all kids, not just kids with dyslexia.
安德里亚·罗森在报告发布时正在公立学校任教，但她表示，自己直到几年后才了解到这些发现。
Andrea Rosen was teaching in public school when the report was released, but she says she didn't learn about the findings until years later.
她认为这份报告并没有真正改变学校教授阅读的方式。
She doesn't think the report changed much of anything about the way schools taught reading.
说实话，在公立教育中，很多倡议接踵而至。
What happens in public education, to be honest, is I think a lot of initiatives come through.
大量信息被抛向学校，新的规定、新的这个、新的那个。
A lot of information gets thrown at schools, new regulations, new this, new that.
我认为这只不过是其中一项，人们只是说了一下，并没有真正意识到它有多重要。
And I think it was just one of those things where they said, and didn't really realize how huge it was.
罗森在俄亥俄州的一个学区工作，该学区在教学阅读的方式上做出了重大改变，但并非因为国家阅读小组。
Rosen works for a school district in Ohio that's made big changes in the way it teaches reading, but not because of the National Reading Panel.
她的学区之所以改变，是因为一群家长聘请了律师并提出了投诉。
Her district changed because a group of parents hired a lawyer and filed a complaint.
我们稍后会听到关于这件事的详情。
We'll hear about that later.
现在，我们回到吉布森一家，这个有五个孩子患阅读障碍的家庭。
For now, back to the Gibsons, the family with five dyslexic kids.
当学校系统拒绝为他们的孩子提供个别化教育计划时，罗宾·玛吉·吉布森也聘请了律师。
When the school system refused to give their kids IEPs, Robin Maggie Gibson hired a lawyer too.
我们唯一想要的，就是确保孩子们在公立学校获得学习的权利。
All we wanted was to secure the right to learn in public school.
此时，他们的大女儿已经上高中了。
At this point, their oldest daughter was in high school.
他们的最小的孩子还在上一年级。
Their youngest was in first grade.
比利，你之前见过，当时在上中学，学习非常吃力。
Billy, who you met earlier, was in middle school, and he was really struggling.
事情变得太让人不堪重负了。
It just it got so overwhelming.
我经常出现焦虑发作，到了最后，我干脆拒绝去上学。
I, like, I would constantly have these anxiety attacks, and it got to a point where I just I refused to go to school.
为他争取所需帮助的过程变得漫长而充满争议。
Trying to get him the help he needed was turning into a long and contentious process.
罗布和玛吉觉得，对于比利和他的姐姐来说，时间正在流逝。
Rob and Maggie felt that for Billy and his older sister, time was running out.
他们在高中毕业前必须得到阅读方面的帮助。
They needed help with reading before they finished high school.
于是，吉布森一家决定把他们送到一所针对语言类学习障碍学生的私立学校。
So the Gibsons decided to put them in a private school for students with language based learning differences.
幸运的是，离他们家不远就有一所这样的学校——盖梅西学校。
Lucky for them, there's one of these schools not far from their house, the Gemesee School.
好的。
Okay.
我想先带你去剧院，因为那是
I wanna take you in the theater first because that's
那是本·希夫林。
That's Ben Shifrin.
他之所以对公立学校感到失望，是因为他认为这些学校没有为有学习障碍的孩子提供应有的支持。
He's the guy who got fed up with public schools because he thought they weren't doing right by kids with learning disabilities.
他是Gemesee学校的负责人。
He's the head of Gemesee.
它位于马里兰州欧文斯米尔斯，巴尔的摩郊外。
It's in Owings Mills, Maryland, just outside of Baltimore.
他带我参观了学校。
He takes me on a tour.
这个剧院是全新的。
This is brand new, the theater.
这所学校很漂亮。
The school is beautiful.
现代化的建筑，到处都是学生的艺术作品。
Modern buildings, student artwork everywhere.
学费每年大约35,000美元。
Tuition is about $35,000 a year.
你好。
Hi there.
嗨。
Hi.
你能停下来一会儿，观察一下你正在做什么吗？
Can you come stop in for a minute and just observe what you're doing?
我们身处一栋有很多小教室的建筑里。
We're in a building with lots of small classrooms.
低年级学生每天都会接受小组辅导。
Lower school students get daily tutoring in small groups.
这是乔西和克里斯托弗。
So this is Josie and Christopher.
我是艾米莉。
I'm Emily.
他们是吉内西斯中学的一年级学生。
They are first year students here at Genesee.
乔西和克里斯托弗在上五年级。
Josie and Christopher are in fifth grade.
好的。
Okay.
他们正在学习双元音 o。
And they're working on double vowel o.
那么 oo 有两个什么发音？
So what are the two sounds that o o make?
oo 和 u。
Oo and u.
Oo，比如school中的发音，还有Oo。
Oo as in school and Oo.
在book中的发音。
In book.
对吧？
Right?
school和book。
School and book.
想一想。
Think of that.
这个
This
辅导基于奥顿·吉灵汉方法。
tutoring is based on the Orton Gillingham approach.
这里在吉米西的哲学是强化阅读干预和大量动手学习。
The philosophy here at Jemesee is intensive reading remediation and a lot of hands on learning.
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学生可以在木工坊学习几何学。
Students can take geometry in a woodworking shop.
但到了高中最后一年，学生们会进入一些看起来非常传统的课堂，有讲座和大量阅读。
But by senior year of high school, students are in some pretty traditional looking classes with lectures and lots of reading.
目的是为他们上大学做好准备。
The idea is to prepare them for college.
好的。
All right.
所以，如果你们还记得，昨天我们聊到了里姆兰的理论。
So if you guys remember, yesterday we left off talking a little bit about this Rimland thesis.
对吧？
Right?
这与哈尔福德·麦金德提出的陆心说正好相反。
It's it's the opposite of what Halford Mackinder kind of proposed with the Heartland thesis.
这是杰米西的十二年级历史课。
Is twelfth grade history at Gemessee.
是的。
Yeah.
所以，这就是我的问题。
So that that was my question.
就像，美国和中国的关系是什么样的？
It's like, what was, like, America's and China's relationship?
那是比利·吉布森。
And that is Billy Gibson.
他即将从吉尼西毕业。
He's about to graduate from Genesee.
明年，他将上大学学习三维计算机动画。
Next year, he's going to college to study three d computer animation.
但当他刚进入吉尼西时，比利并不确定自己能否高中毕业。
But when he started at Genesee, Billy wasn't sure he would finish high school.
我当时的想法是，这有什么意义呢？
I was going in the mindset of, like, what's the point?
做这些事有什么意义呢？
What's the point of doing work?
我将来什么都成不了。
I'm not going to be anything.
我已经被人说过，我将来什么都成不了。
I've already been told that I'm not going to be anything.
我没有任何梦想。
I don't have any dreams.
但比利在吉尼斯的情况发生了转机。
But things turned around for Billy at Jemesee.
他的妈妈玛吉立刻注意到了变化。
His mom, Maggie, noticed the difference right away.
你已经习惯了战斗模式，因为你一直在争取让别人承认你的孩子需要X、Y和Z。
You're so used to fight mode because you're fighting for it to be recognized that your kid needs X, Y and Z.
然后你去了吉梅恩，参加家长会，老师们坐下来对你说：我们觉得你的孩子会从这些、这些和这些中受益，而且我们注意到你的孩子需要某种支持。
And then you go into Gemcine, you have a teacher conference and the teachers sit down and say, You know, we think your child would benefit from this, this, and this, and we noticed that your child needs whatever it is.
你会觉得，天哪，我们说的是同一种语言。
And you're like, oh my gosh, we're speaking the same language.
我们都注意到了同样的事情。
We're all noticing the same thing.
但把两个孩子送到Jemesee每年的总费用超过6万美元。
But it costs a total of more than $60,000 a year to send two kids to Jemesee.
Maggie和Rob很幸运。
Maggie and Rob are fortunate.
他是一位收入颇丰的医生，而且孩子们的祖父母提供了经济援助。
He's a well paid physician, and they got financial help from their kids' grandparents.
但五份私立学校的学费原本不在他们的预算之内。
But five private school tuitions weren't in their budget.
于是他们继续与公立学校抗争，试图为他们的年幼孩子争取更好的帮助。
So they kept fighting with the public schools to try to get their younger kids better help.
Maggie Gibson说，为患有阅读障碍的孩子争取所需支持，是一场富人的游戏。
Getting what you need for a kid with dyslexia is a rich man's game, says Maggie Gibson.
这是一场富人的游戏，吵得最凶的人才能得到照顾。
It is a rich man's game, and the squeaky wheel gets to grease.
玛吉和罗布最终让学校系统支付了他们两个年幼孩子上特殊私立学校的费用。
Maggie and Rob eventually got the school system to pay for two of their younger kids to go to a special private school.
他们认为，如果没有聘请律师，他们是不可能得到这些帮助的。
They don't think they would have gotten that if they hadn't hired an attorney.
他们估算，包括法律费用、私人辅导和学费在内，他们的家庭已经支出了超过35万美元。
They estimate their family has spent more than $350,000 including legal fees, private tutoring, and tuition.
我们已经用房子做了抵押贷款。
We've taken out mortgages on the house.
我们有天文数字般的信用卡债务，幸运的是，我们有家人提供帮助。
We have credit card debt that is astronomical, we're fortunate enough to have family members that help.
那些没有其他人可以依靠的普通人该怎么办？
What does a normal person do that doesn't have the luxury of other people to help them?
你该怎么办？
What do you do?
当有学习障碍的孩子得不到所需帮助时，情况往往不会好。
When kids with learning disabilities don't get the help they need, things often don't turn out well.
近百分之二十的学习障碍学生会从高中退学。
Nearly twenty percent of students with learning disabilities drop out of high school.
超过一半的人最终会卷入刑事司法系统。
More than half end up involved with the criminal justice system.
我想知道学校系统对于那些没有得到适当帮助的诵读困难孩子有什么看法。
I wanted to know what school systems have to say about kids with dyslexia who aren't getting proper help.
于是我找到了负责特殊教育和阅读教学的人员，他们是吉布森孩子所在学区——巴尔的摩县公立学校的相关负责人。
So I went to the people in charge of special education and reading instruction for the school system where the Gibson kids went, the Baltimore County Public Schools.
我是梅根·谢亚。
I'm Megan Shea.
我是英语语言艺术总监。
I'm the Director of English Language Arts.
我是特殊教育总监丽贝卡·莱德。
Rebecca Ryder, Director of Special Education.
丽贝卡·莱德和梅根·希亚都刚上任不久，她们承认该学区在帮助读写障碍儿童方面存在问题。
Rebecca Ryder and Megan Shea are both relatively new to their positions, and they acknowledge the school system has a problem when it comes to kids with dyslexia.
她们表示，正在开始解决这一问题。
It's something they say they're beginning to fix.
我们必须做得更好。
We need to do better.
这是丽贝卡·莱德说的。
That's Rebecca Ryder.
这是梅根·希亚说的。
Here's Megan Shea.
这很重要。
This is big.
我们需要在本县的阅读教育上投入更多。
We need to do more for reading in this county.
我们有多个数据点表明这是一个问题。
We have multiple data points that say that this is an issue.
一个令人担忧的数据是，巴尔的摩县学区每年花费近4000万美元，将有残疾的学生送到专门的私立学校。
One alarming data point, the Baltimore County Schools are paying nearly $40,000,000 a year to send kids with disabilities to specialized private schools.
学区无法说明其中有多少是用于有阅读障碍的学生，但一位律师告诉我，这些费用一直在上升。
The school system couldn't say how much of that is being spent on kids with dyslexia, but a lawyer told me the costs have been rising.
他说，这是因为学区正在识别出更多有阅读障碍的学生，而学校缺乏经过培训、能够提供适当帮助的教师。
He said that's because the school system is identifying more kids with dyslexia, and the schools don't have teachers trained to provide the appropriate help.
直到最近，奥顿·吉尔曼教学法辅导在巴尔的摩县公立学校中尚未被纳入选项。
Until recently, Orton Gillingham tutoring was not an option in the Baltimore County Public Schools.
但去年，学区开始对教师进行奥顿·吉尔曼教学法的培训。
But last year, the school system started training teachers in OG.
梅根·希亚表示，目标是在每一所小学和初中至少配备一名接受过奥顿·吉尔曼教学法培训的教师。
Megan Shea says the goal is to have at least one OG trained teacher in every elementary and middle school.
此外，她说
In addition, she says
我们需要培训所有教师，让他们成为更优秀的阅读教学者。
We need to train all of our teachers to be better teachers of reading.
梅根·希亚表示，师范院校没有教老师如何教孩子阅读。
Megan Shea says colleges of education are not teaching teachers how to teach kids to read.
她指出，该县学校中只有一半的三年级学生达到了年级阅读水平。
She points to the fact that only half of third graders in the county schools are reading on grade level.
在全国范围内，只有36%的四年级学生具备阅读能力。
Nationally, only 36 of fourth graders are proficient in reading.
巴尔的摩县最近开始对所有小学教师进行有效阅读教学科学的培训。
Baltimore County recently started training all of its primary school teachers in the science of effective reading instruction.
是什么促使巴尔的摩县学校现在做出这些改变？
What's prompting the Baltimore County Schools to make all these changes now?
梅根·希亚表示，这与家长的倡导有很大关系。
Megan Shea says it has a lot to do with parent advocacy.
在巴尔的摩县以及全美各地，有读写障碍孩子的家长一直在推动变革。
In Baltimore County and across the country, parents of kids with dyslexia have been pushing for change.
其中一位家长倡导者是戴恩的母亲帕姆·盖斯特。
One of those parent advocates is Pam Guest, Dane's mother.
戴恩也就读于巴尔的摩县公立学校。
Dane also went to Baltimore County Public Schools.
在这儿。
Up here.
所以这些箱子里都是我们
So all of these boxes are We're
在帕姆·盖斯特的家中办公室里，她指着多年来为争取学校为戴恩提供帮助却屡屡失败的大量文件。
in Pam Guest's home office, and she's pointing to boxes of paperwork from her years of unsuccessful efforts to get Dane help in school.
在
At
她说，她曾参观过一所专为学习障碍学生设立的私立学校。
one point, she says she visited a private school for students with learning disabilities.
她走进去，但随即转身离开，因为她实在无法忍受看到自己儿子无法拥有的环境。
She walked in and then turned around and walked out because she couldn't quite bear to see what she knew her son couldn't have.
我接触过许多富裕的白人家庭，他们能够把孩子带出去，送进私立学校。
And I talked to a lot of these upper class white families who were able to take their kids out and send them to private school.
我负担不起那样做。
I couldn't afford to do that.
但那些孩子现在过得很好，他们能上大学，而我们却没有这样的机会。
But those kids are doing well now and they're able to go to college and we didn't have that opportunity.
她说她决心改变现状，以免她儿子的经历在其他孩子身上重演。
She says she's determined to change things so what happened to her son won't happen to other kids.
她是马里兰州解码阅读障碍组织的负责人。
She's a leader of Decoding Dyslexia Maryland.
解码阅读障碍组织在全美50个州都有分会。
Decoding Dyslexia has chapters in all 50 states.
他们正在推动诸如普遍性阅读障碍筛查和强制性教师培训等措施。
They're pushing for things like universal dyslexia screening and mandatory teacher training.
至于帕姆的儿子戴恩，高中毕业后情况变得非常糟糕。
As for Pam's son, Dane, things were pretty bad after he graduated from high school.
他的朋友们都去上大学了，而他却待在家里，不确定接下来该做什么。
His friends were going off to college, and he was at home, unsure what was next for him.
但她表示，戴恩现在情况好多了。
But she says Dane's doing better now.
他找到了一份作为水管工和蒸汽工联盟学徒助手的工作。
He found a job as an apprentice helper with the Plumbers and Steamfitters Union.
他的计划是将来开一家自己的公司。
His plan is to open his own business someday.
这是记者艾米莉·汉福德的报道。
That was correspondent Emily Hanford.
您正在收听《难以阅读》，来自APM报道的纪录片。
You're listening to Hard to Read, a documentary from APM Reports.
我是斯蒂芬·史密斯。
I'm Stephen Smith.
研究表明，改变阅读教学方式以帮助有阅读障碍的学生，将有助于所有孩子更好地学习阅读。
Research shows that changing reading instruction to help students with dyslexia would help all kids learn to read better.
接下来，我们将前往艾米莉提到的俄亥俄州学区，那里有一群家长因孩子所接受的教学方式而聘请了律师。
Up next, we visit the Ohio school district Emily mentioned where a group of parents hired a lawyer in response to the way their kids were being taught.
我当初学习阅读的方式，按他们说的，是看页面上的文字，然后根据旁边图片的内容来猜测。
The way I was taught, in quotes, to read was to look at the words on the page and to guess based on the picture that was next to them.
我们网站上还有更多关于这部纪录片的内容，地址是 apmreports.org。
We have more about this documentary on our website, apmreports.org.
我们还有一段对吉妮薇尔·伊登的采访，谈谈科学家们对阅读和大脑的研究发现。
There's an interview with Guinevere Eden on what scientists are learning about reading and the brain.
我们还有几期关于阅读障碍的播客节目。
And we have several podcast episodes about dyslexia.
这部纪录片也可以作为播客收听。
This documentary is available as a podcast as well.
你可以访问 educatepodcast.org 订阅。
You can go to educatepodcast.org to subscribe.
我们非常期待听到你的反馈。
We'd love to hear from you.
请发送邮件至 contact@apmreports.org 联系我们，或在社交媒体上关注我们。
Send us an email to contact at APM reports dot org or find us on social media.
APM报道的支持来自卢米纳基金会和斯宾塞基金会。
Support for APM reports comes from Lumina Foundation and the Spencer Foundation.
稍后继续。
More in a moment.
这里是APM，美国公共媒体。
This is APM, American Public Media.
《阅读困难》是APM报道制作的一部纪录片。
This is hard to read, a documentary from APM reports.
我是史蒂文·史密斯。
I'm Steven Smith.
我们现在直接前往俄亥俄州上阿灵顿，哥伦布的一个郊区。
We're gonna head straight to Upper Arlington, Ohio, a suburb of Columbus.
特罗诺斯基一家最近在上阿灵顿买了一套房子，我们的记者艾米莉·汉福德带我们去那里。
The Tronosky family recently bought a house in Upper Arlington, and our correspondent Emily Hanford takes us there.
哦，抱歉。
Oh, sorry.
我只是想继续
I just wanted to keep
哦，泰丝，我们现在开始把石头放在邮箱里了。
Oh, Tess is now we're now collecting rocks in our mailbox.
好的。
Okay.
凯莉·特罗诺斯基刚从学校接回她的双胞胎女儿，现在她们正回到家。
Kelly Tronosky just picked her twin daughters up from school, and now they're arriving home.
泰丝和莫莉今年12岁。
Tess and Molly are 12.
她们在上六年级。
They're in sixth grade.
Pornot。
Pornot.
嘿，宝贝。
Hey, baby.
你好。
Hi.
嗨，内莉。
Hi, Nelly.
那是她们的狗，梅西。
That's their dog, Macy.
梅西正式是特丝的狗。
Macy is officially Tess's dog.
几年前，当特丝在学校过得不开心时，她的父母送给她作为礼物。
She was a gift from her parents a couple of years ago when Tess was miserable in school.
给她放学后一些期待的东西。
Something for her to look forward to after school.
对吧？
Right?
嗯。
Mhmm.
有个伴儿可以依偎，一起追臭鼬。
Somebody to cuddle with, chase skunks with.
特罗诺斯基一家以前住在哥伦布的另一个郊区，但凯莉说她的女儿们在公立学校得不到所需的支持。
The Tronoski family used to live in another Columbus suburb, but Kelly says her daughters weren't getting what they needed in the public schools.
这是我从这么多家长那里听到的相同故事。
It's the same story I heard from so many parents.
他们的孩子有些不对劲，他们不知道具体是什么问题，而学校也没有提供帮助。
Something was off with their kid, they didn't know what, and the school wasn't helping.
特罗诺斯基一家最终自费做了检测，发现莫莉有阅读障碍，而泰丝则患有听觉处理障碍，导致她在阅读和拼写方面遇到类似的困难。
The Tronoskis eventually paid for their own testing, discovered Molly has dyslexia, and Tess has an audio processing disorder that results in similar struggles with reading and spelling.
要戴上你的导游帽了吗？
Getting your tour guide hat?
泰丝和莫莉带我参观她们的新家。
Tess and Molly show me their new house.
这不是我的房间。
This isn't my room.
那里有很多马匹相关的物品。
It had a bunch of horse stuff.
那是泰丝。
That's Tess.
这所房子和你们以前的房子相比怎么样？
So how does this house compare to your old house?
小多了。
It's a lot smaller.
那是莫莉。
And that's Molly.
是的。
Yep.
确实如此。
It is.
非常简单。
Very basic.
而且它确实很。
And it's very yeah.
它非常简单。
It's pretty basic.
特里诺斯卡夫妇愿意换到更小的房子，以便负担得起这个富裕郊区的住宅，因为上阿灵顿地区以对有学习障碍，尤其是阅读障碍的孩子提供卓越支持而闻名。
The Trinauskas were willing to trade down to afford a home in this affluent suburb because Upper Arlington is known around here for doing a really good job with kids who have learning disabilities, especially dyslexia.
他们真的懂，这简直难以置信。
They get it, and it's just unbelievable.
就在 Molly 开始在这里上学的几天内，她就开始接受接受过奥顿-吉尔哈姆培训的老师的一对一辅导。
Within days of starting school here, Molly was getting one on one tutoring from a teacher trained in Orton Gillingham.
你回家的时候感觉更开心了。
It's just like you're happier when you come home.
我爱学校。
I love school.
凯莉对女儿们身上发生的变化感到惊讶。
Kelly is amazed by the changes she sees in her daughters.
但在上阿拉曼，情况并非一直如此。
But things were not always like this in Upper Arlington.
该学区曾与一些家长发生过两次重大争执，这些家长指控学校系统未能满足特殊教育法的要求。
The district has been through two big battles with parents who accused the school system of failing to meet the requirements of special education law.
其中一桩案件甚至上诉到了美国最高法院。
One of those cases made it all the way to the US Supreme Court.
让我们认识一下提起这起诉讼的人。
Meet the people who brought that case.
我是卡梅隆·詹姆斯。
I'm Cameron James.
我是南希·詹姆斯。
And I'm Nancy James.
我是四个患有阅读障碍孩子的父亲。
And I'm the father of four dyslexic children.
我是四个患有阅读障碍孩子的母亲。
And I'm the mother of four dyslexic children.
南希和卡梅伦在20世纪60年代于上阿灵顿的高中开始约会。
Nancy and Cameron started dating in high school in Upper Arlington in the nineteen sixties.
当我去接她第一次约会时，她父亲卡勒罗尼先生看着我说：‘如果你亲她，你就得娶她。’
When I went to pick her up for our first date, her father, mister Calderoni, looked at me, and he says, if you kiss her, you marry her.
我亲了，我也娶了。
And I did, and I did.
南希和卡梅伦都是阅读障碍者。
Nancy and Cameron are both dyslexic.
卡梅伦在上阿灵顿的公立小学上学，他说老师们使用看词说的方法。
Cameron went to public elementary school in Upper Arlington where he says teachers use the look say method.
看一个词，然后说出来。
Look at a word, say it.
这是一种整体语言教学法，但对卡梅伦不起作用。
It's a whole language approach, and it didn't work for Cameron.
他说他在整个求学过程中都一直为阅读而挣扎。
He says he struggled with reading all through school.
南希是被用不同的方法教识字的。
Nancy was taught to read differently.
我上一年级时在一所由修女任教的天主教学校读书，她们教的是自然拼读法。
I started school in first grade at a Catholic school taught by nuns, and they taught phonics.
到了一年级圣诞节的时候，我就已经会读书了。
And by, you know, Christmas of first grade, I could read.
阅读障碍是遗传的。
Dyslexia is hereditary.
科学家估计，如果父母中有一方患有阅读障碍，孩子患病的概率高达百分之四十。
Scientists estimate that if just one parent has dyslexia, their child has a forty percent chance of having it too.
亲爱的谢弗医生。
Dear doctor Schaefer.
这是卡梅伦在1996年写给上阿灵顿学区督学的一封信的朗读。
This is Cameron reading a letter he wrote to the superintendent of the Upper Arlington Schools in 1996.
言语无法表达我作为约瑟夫·阿尔伯特·詹姆斯的父亲有多么自豪。
Words can never describe how proud I am to be the father of Joseph Albert James.
卡梅伦能阅读，但通常需要付出大量努力。
Cameron can read, but it typically takes a lot of effort.
他说，对他而言，读一篇报纸文章就像一个没有阅读障碍的人读抵押贷款合同一样困难。
He says for him, reading a newspaper article is like someone without dyslexia reading their mortgage.
但这封信对他来说并不难，因为他已经读过很多次了。
But this letter isn't hard for him because he's read it many times.
这封信描述了他和妻子为让上阿灵顿学区帮助他们的儿子乔应对阅读障碍所经历的艰难过程。
It describes the ordeal he and his wife went through trying to get the Upper Arlington Schools to help their son, Joe, with his dyslexia.
在他们的所有孩子中，乔的阅读障碍最为严重。
Of all their kids, Joe's dyslexia was the most severe.
乔的技能与同龄人之间的差距越来越大。
Joe's skills fell further and further behind those of his peers.
他是一个几乎没有朋友的小男孩。
He was a little boy with almost no friends.
有一次，他拒绝和一些男孩一起去购物中心，因为他读不懂餐厅和美食广场的菜单牌。
He refused to go to the shopping center with some boys once because he couldn't read the menu board in the restaurant and the food court.
到乔上四年级时，他的父母已经不再指望上阿灵顿学区能教会他阅读。
By the time Joe was in fourth grade, his parents had given up hope that the Upper Arlington schools would teach him to read.
于是他们把乔送进了一所专门为阅读障碍学生设立的私立学校。
So they put Joe in a private school for students with reading disabilities.
这封信是他们请求上阿灵顿学区报销学费的申请。
This letter was their request for the Upper Arlington schools to reimburse them for tuition.
联邦法律要求公立学校为残障儿童提供免费且适当的教育。
Federal law requires public schools to provide children with disabilities a free and appropriate education.
在詹姆斯夫妇看来，乔的教育并不适当，而获得适当教育又不是免费的，因此他们希望学区承担费用。
Since Joe's education was not appropriate in the James's view, and getting him an appropriate education was not free, they wanted the school district to pay for it.
我在乔的教育上投入了超过15万美元。
I have invested in excess of a $150,000 in Joe's education.
这封信是为了请求举行正当程序听证会以
This letter is to request a due process hearing to
他们的案件最初因一个技术性问题被驳回，即他们是否有权申请费用补偿。
Their case was at first dismissed on a technical issue about whether they could seek reimbursement.
敬上，卡梅隆·詹姆斯。
Respectfully, Cameron James.
但他们提出了上诉，最终案件上诉至第六巡回法院，该法院裁定詹姆斯一家有权获得审判。
But they appealed and eventually got to the sixth circuit, which ruled the Jamses had a right to trial.
随后，学区提出上诉，因此案件被提交至美国最高法院。
Then the school system appealed, so the case went to the US Supreme Court.
最高法院维持了下级法院的裁决，意味着詹姆斯一家可以进入审判程序。
And the high court let the lower court ruling stand, meaning the Jameses could go to trial.
他们开始准备。
They started preparing.
我们正在取证过程中，我遇到了健康问题，家里又发生了重大丧事，事情一再拖延，变得越来越艰难。
We were in the middle of depositions, and I had some health issues and a significant death in my family, and it just kept getting drawn out and more difficult.
彼得·赖特是他们的律师。
And Pete Wright Pete Wright was their lawyer.
他说，我们换种方式吧。
Said, let's do something else.
所以我们达成了和解。
So we came up with a settlement.
和解协议本应保密，但APM新闻通过信息公开申请获得了一份副本。
The settlement is supposed to be confidential, but APM reports got a copy of it through a records request.
数据显示，詹姆斯一家没有拿到一分钱来补偿乔的学费。
It shows that James's did not get a single cent to reimburse them for Joe's tuition.
他们同意的替代方案是，学区对教师进行奥顿-吉林汉姆及其他类似方法的培训。
What they agreed to instead was for the school system to train teachers in Orton Gillingham and similar methods.
上阿灵顿学区董事会并未承认任何过错，但同意在五年内每年拨款6万美元用于教师培训。
The Upper Arlington Board of Education admitted no wrongdoing, but agreed to appropriate $60,000 a year for five years for teacher training.
记录显示，学区确实培训了两名教师掌握奥顿-吉林汉姆方法，但并未改变学生阅读教学的方式。
Records show the school district did train two teachers in OG, but the district didn't change the way kids were being taught to read.
你知道吗，我的孩子回家会说，妈妈，我闭着眼睛都能读这本书。
You know, my kids would come home and say, hey, mom, I can read this book with my eyes closed.
这是盖尔·朗。
This is Gail Long.
她的孩子们在上阿灵顿学区与詹姆斯一家发生争执之后进入了小学。
Her kids were in elementary school after the Upper Arlington schools went through the battle with the James family.
她说，她的孩子们是靠背诵书籍来‘读’，而不是被教如何真正阅读。
She says her kids were memorizing books rather than being taught to read them.
这是她的女儿艾米丽。
This is her daughter, Emily.
他们教我‘读’的方式是看页面上的单词，然后根据旁边的图片来猜。
The way I was taught in quotes to read was to look at the words on the page and to guess based on the picture that was next to them.
艾米丽和她三个年幼的兄弟姐妹都有阅读障碍。
Emily and her three younger siblings all have dyslexia.
他们上的小学和乔·詹姆斯上的是同一所。
They went to the same elementary school Joe James had gone to.
克里斯汀·比蒂的儿子尼尔也是。
So did Christine Beatty's son, Neil.
他们根本不承认他有问题。
They wouldn't acknowledge that he had a problem.
他们根本不提‘阅读障碍’这个词。
They wouldn't say the word dyslexia.
我想质问当时负责的人，但无论是学区 superintendent 还是特殊教育主任都已经退休了。
I wanted to question the people in charge at the time, but both the superintendent and the director of special education have retired.
我试图安排采访。
I tried to get interviews.
前任学区 superintendent 拒绝了，而前任特殊教育主任则没有回应。
The former superintendent declined, and the former special ed director didn't respond.
我有幸采访了乔·基思，他是艾米莉和尼尔所在学校负责对学生进行学习障碍评估的心理学家。
I was able to talk to Joe Keith, who was the psychologist in charge of testing students for learning disabilities at the school where Emily and Neil went.
我问他，为什么家长很难让孩子被确诊为阅读障碍并获得适当的帮助。
I asked him why parents were having a hard time getting their kids identified with dyslexia and getting them appropriate help.
以下是他的说法。
Here's what he said.
你听到的关于学校的诸多抱怨，其实是因为它们是公立学校，资源终究有限。
A lot of the complaints you hear about schools, well, they're public schools, and they only have so much.
你知道你们有多少阅读专家，有多少干预人员或家教，要知道，资源不是无限的。
Knowing how many reading specialists you have, how many intervention or tutors that you have, you know, it's not an endless supply.
我让他讲得更具体一些。
I pushed him to be more specific.
我想知道上阿灵顿学区是否故意否认阅读障碍的存在，以避免提供特殊教育服务。
I wanted to know if the Upper Arlington schools were refusing to acknowledge dyslexia so they didn't have to provide specialized education.
你是否面临来自上级的压力，限制你能提供的支持？
Were you facing pressure from above you to limit what you could give?
这可能不是一个在这里讨论的话题。
It's probably not a conversation to be had here.
所以，不予置评？
So no no comment?
那就是不予置评。
That would be no comment.
是的。
Yes.
乔·基思会说，学区在教授阅读时固守整体语言教学法。
What Joe Keith will say is that the school district was wedded to the whole language approach when it comes to teaching reading.
学区确实有两位接受过奥格登训练的教师，但上阿灵顿公立学校的学生接近6000人。
The district did have the two OG trained teachers, but there were close to 6,000 students in the Upper Arlington Public Schools.
如果5%到12%的孩子患有阅读障碍，那可能超过700名学生。
If between five and twelve percent of children have dyslexia, that could be more than 700 kids.
两名教师根本无法满足如此多学生的需求。
There's no way two teachers could meet the needs of that many students.
艾米莉的母亲盖尔·朗说，当她提出孩子需要不同的阅读教学时，学校工作人员甚至不承认她的孩子有阅读障碍，她感觉自己仿佛身处另一个世界。
Gail Long, Emily's mom, says she felt like she was in an alternate universe when she would say her kids needed different reading instruction, and school staff wouldn't even acknowledge her kids had dyslexia.
她不知道该怎么办。
She didn't know what to do.
有一天，她坐在家里的客厅，打开笔记本电脑，输入了‘阅读障碍’和‘上阿灵顿’进行搜索。
Then one day, sitting in her family room with her laptop out, she typed dyslexia and Upper Arlington into Google.
搜索结果中出现了许多关于詹姆斯一家的条目。
And All of these hits come up with a family named the James family.
其中一个链接是
One of the links was
指向卡梅隆·詹姆斯写的一封信，信中谈到了他的儿子乔。
to that letter Cameron James had written about his son Joe.
当我开始阅读时，一切都豁然开朗了。
And as I started reading it, it all came together.
上阿灵顿地区是知道的。
Upper Arlington knew.
他们都知道。
They all knew.
他们却让我的孩子们受苦。
And they let my children suffer.
盖尔
Gail
朗决定要采取行动。
Long decided she was going to do something.
她问自己的孩子，学校里还有哪些学生在阅读方面有困难？
She asked her kids, who are the other students struggling with reading in school?
她联系了这些孩子的家长。
She got in touch with their parents.
2010年8月，她邀请他们到自己家开会。
And in August 2010, she invited them to a meeting at her house.
我们差不多每个人都轮流说了一下情况。
And we kinda all went around the room.
这是布雷特·廷利。
This is Brett Tingley.
每个人都经历过同样的事情。
Everyone had experienced the same thing.
他们的阅读障碍孩子没有被识别出来，也没有得到适当的帮助。
Their dyslexic kids were not being identified or given appropriate help.
家长们决定团结起来，共同行动。
The parents decided to work together as a team.
他们最终向学校系统提交了一份集体投诉，有点像集体诉讼。
They ended up filing a group complaint against the school system, kind of like a class action.
这并不是一场诉讼，但他们确实聘请了一位律师。
It wasn't a lawsuit, but they did hire a lawyer.
我对有一群患有阅读障碍的学生没有得到他们真正需要的教学并不感到惊讶。
I was not surprised that there was a group of students with dyslexia that were not getting the kind of instruction that they really needed.
这是他们的律师，凯莉·伊根斯。
This is their lawyer, Carrie Eagans.
她已经帮助许多患有阅读障碍孩子的家长向其学区提交了投诉。
She's helped a number of parents of kids with dyslexia file complaints against their school districts.
她说，家长通常独自应对特殊教育案件，逐个寻求解决方案。
She says parents typically fight special education cases alone, seeking remedies one by one.
集体投诉非常罕见。
Group complaints are rare.
当面对《残障人士教育法》这样的法律时，要找到一个具有系统性的问题是非常困难的。
It is very difficult when you have a law like the Individuals with Disabilities Education Act to find an issue that is systemic in nature.
但她认为公立学校未能满足患阅读障碍儿童的需求是一个系统性问题。
But she thinks public schools failing to address the needs of kids with dyslexia is a systemic issue.
她敦促上阿灵顿的家长向州政府提交投诉。
She urged the Upper Arlington parents to file a complaint with the state.
与詹姆斯一家那样诉诸法庭相比，州级投诉的一个好处是，州级投诉的裁决会公布在网站上，供所有人查看。
One benefit of a state complaint over going to court the way the James family did, state complaint decisions get posted on a website for everyone to see.
不会有任何秘密和解。
There would be no secret settlements.
如果家长胜诉，这可能会向其他公立学区传递一个信息，促使它们改变在对待阅读障碍学生时的做法。
If the parents won, it could send a message to other public school districts, change what you're doing when it comes to your students with dyslexia.
共有19人签署了上阿灵顿的投诉。
19 people signed the Upper Arlington complaint.
2011年8月，州政府发布了调查结果。
In August 2011, the state issued its findings.
家长胜诉了。
The parents won.
我们感到被证实了。
We felt vindicated.
我是克里斯汀·比蒂。
This is Christine Beatty again.
我们不是疯了。
Like, we aren't crazy.
我们知道我们在说什么。
We know what we're talking about.
俄亥俄州教育部发现，上阿灵顿学区在及时准确地识别有学习障碍的学生并确定其有资格获得特殊教育服务方面违反了法律。
The Ohio Department of Education found the Upper Arlington Schools in violation of the law when it came to promptly and properly identifying students with learning disabilities and finding them eligible for special education services.
州政府发出了一封信，列出了学区必须采取的纠正措施。
The state issued a letter that included a list of corrective actions the school system had to take.
这就是为什么你之前见过的双胞胎莫莉最终在上阿灵顿的琼斯中学接受了奥顿-吉尔曼教学法的辅导。
That's how Molly, the twin you met earlier, ultimately ended up in Orton Gillingham tutoring at Jones Middle School in Upper Arlington.
好的。
Okay.
我们来做照片拼贴吧，乔尔。
Let's do our photogram, Joel.
准备好了吗？
Are ready?
哦。
O.
等等。
Wait.
哎呀。
Uh-oh.
好吧。
Alright.
做一下长元音和短元音。
Do the long and short vowel.
呃，呃，呃，呃，呃，呃，
Ew, ew, ew, ew, ew, ew,
呃。
ew.
我们在一个
We're in
小房间里。
a small room.
哦。
O.
莫莉正在与老师米歇尔·乔比尔进行一对一辅导。
Molly is working one on one with teacher Michelle Jobear.
哦。
O.
哦。
O.
学校。
School.
书。
Book.
所以你说的是学校，然后是书。
So school, you said, and then book.
正如你在节目第一部分听到的，如果你有阅读障碍，你的大脑在理解声音和字母之间的对应关系时会遇到困难。
As you heard in the first part of the program, if you have dyslexia, your brain has a hard time understanding the ways that sounds and letters correspond.
你需要被明确地教授语言的工作方式。
You have to be explicitly taught the way language works.
所以给我展示一下这些音素在
So show me the sounds in
crack（破裂）中。
crack.
H, r, ack。
H, r, ack.
莫莉正在用蓝色的小积木数出这些音素。
Molly is counting out the sounds with little blue blocks.
奥顿·吉林汉姆方法是一种多感官教学法，意味着学生在学习时会使用积木等实物。
Orton Gillingham is what's known as a multi sensory approach, meaning that as students learn, they use tangible items such as blocks.
理念是，你在学习时调动的感官越多——听、看、触摸——你就学得越好。
The idea is the more senses you use when learning something, hearing and seeing and touching, the better you learn it.
激活多种感官有助于在大脑中刻下新的学习痕迹。
There's something about activating multiple senses that helps carve new learning into the brain.
听听莫莉阅读时是如何把这一切整合起来的。
Listen to how Molly is able to put it all together when she reads.
英国人来到北美是为了寻找新生活。
English people came to North America for looking a new life.
他们发现了一片有人居住的新土地。
They found a new land with people living.
莫莉有时还是会卡在某个词上，但在一点帮助下她能拼读出来。
Molly still stumbles sometimes over a word, but she can sound it out with a little help.
詹姆斯敦是第一个永久性的英国殖民地。
Jamestown was the first herdman in permanent English colony.
莫莉将永远患有阅读障碍。
Molly will always have dyslexia.
没有治愈的方法。
There's no cure.
但神经科学研究表明，良好的干预确实可以改变人的大脑。
But neuroscience research shows that good intervention can actually change people's brains.
干预越早，效果越好。
The earlier the intervention, the better.
俄亥俄州并没有要求上阿灵顿学区投资OG教学法，但在投诉裁决后，家长们大力推动聘请更多接受过OG培训的教师。
OG tutoring is not something the state of Ohio required the Upper Arlington schools to invest in, but more OG trained teachers is something parents push for after the complaint decision.
2012年，学区聘请了一位新的特殊教育主任，他愿意听取家长的意见。
And in 2012, the district hired a new director of special education who was open to the parents' ideas.
他的名字叫凯文·戈尔曼。
His name is Kevin Gorman.
他们给了我
They gave me
他拿出一张纸。
He pulls out a piece of paper.
这就是他们希望达到的标准。
This as what their criteria was of where they were hoping to go.
这是一份父母希望上阿灵顿学区做的事情的清单。
It's a list of things the parents wanted the Upper Arlington schools to do.
他们在凯文·戈尔曼上任第一周就把这份清单交给了他。
They handed it to Kevin Gorman his first week on the job.
他同意与他们见面，但根本不知道他们是谁。
He agreed to a meeting with them, having no idea who they were.
我可以看出，他们最初并不开心，但他们确实有一个坚定的诉求，并且对此充满热情。
And I could see that they weren't a happy group initially, but that they really had a cause, and they were passionate about it.
父母们因为之前的胜利而受到鼓舞。
The parents were emboldened by their win.
除了增加OG辅导外，他们还希望对所有幼儿园孩子和新入学的学生进行阅读障碍筛查。
In addition to more OG tutoring, they wanted every kindergartner and all new students entering the district screened for dyslexia.
学区现在确实这么做了。
The district now does that.
家长们还希望学区改变教授所有孩子阅读的方式。
The parents also wanted the district to change the way it teaches all kids to read.
学区也已经这么做了。
The district has done that too.
现在我们来尝试一些其他发音。
Now we're gonna try some other sounds.
我们先从这个开始。
Let's start with this one.
这是位于上阿灵顿市巴林顿小学的一年级和二年级课堂。
This is a class of first and second graders at Barrington Elementary School in Upper Arlington.
CK 袜子。
CK sock.
CK 袜子。
CK sock.
C K 是什么？
What is C K?
简？
Jane?
一个复辅音。
A digraph.
复辅音是两个字母组合在一起，但只发一个音。
A digraph is two letters that appear together but make just one sound.
W H 口哨 wha。
W H whistle wha.
谁能告诉我这两个图之间的主要区别是什么？
Who can tell me what's the big difference between these two diagrams?
一只小手举了起来。
A little hand shoots up.
雅各布。
Jacob.
雅各布，你说什么？
Jacob, what is it?
所以 c k 只能出现在词尾，而 w h 只能出现在词首。
So the c k can only go at the end and the w h can only go at
词尾。
the end.
对。
Yes.
雅各布说的是，c k 只能出现在单词末尾，w h 只能出现在词首。
What Jacob said is c k can only go at the end of a word and w h can only go at the beginning.
有些单词中 c k 出现在中间，比如 chicken，但这些孩子还没学到这一点。
There are some words where c k comes in the middle, like chicken, but these kids haven't learned that yet.
英语常被抱怨为充满例外的语言，但实际上，绝大多数单词都遵循固定的规则和模式。
English gets a bad rap for being a language full of exceptions, but in fact, the vast majority of words follow set rules and patterns.
但对于正在学认字的孩子来说，一个棘手的问题是，我们一些最常用的单词恰恰是例外。
A tricky thing for kids learning to read though is that some of our most common words are the exceptions.
有些单词的字母与发音对应关系很奇怪，比如 the、and 和 school。
Words where the letter sound correspondence is wacky, like the, and because, and school.
这个班的孩子们会花时间记忆这些难记的单词。
The kids in this class work on memorizing those trick words.
School, s c h o o l, school。
School, s c h o o l, school.
你可能会觉得这堂课听起来有点机械和传统。
You might think this lesson sounds kind of rote and traditional.
所谓阅读教学之争如此激烈的一个原因是它带有政治色彩，自然拼读被视作保守的方法，而整体语言法则被视为更自由、进步的方式。
One reason the so called reading wars have been so intense is they're political, with phonics being cast as a conservative approach and whole language as the more liberal progressive way.
巴灵顿小学的有趣之处在于，这里的家长可以选择让孩子进入一个充满游戏和动手学习的进步型课堂。
What's interesting at Barrington Elementary is the parents here can choose to put their kids in a progressive classroom where there's lots of play and hands on learning.
但所有上阿灵顿公立学校的学生都接受你刚刚听到的这种阅读教学方式。
But all kids in the Upper Arlington Public Schools are taught to read the way you just heard.
我们刚才所在的班级，就是那个进步型班级。
The class we were in, that is the progressive class.
其他学区要怎么做才能像上阿灵顿那样做？
What would it take for other school districts to do what Upper Arlington did?
最重要的一点可能是教师培训。
The biggest thing is probably teacher training.
因为许多教师从师范项目毕业时，并不知道如何教孩子阅读。
Because many teachers are coming out of teacher preparation programs without knowing how to teach kids to read.
我们学到了很多关于营造丰富的阅读环境之类的内容。
We learned a lot about, you know, creating a literature rich environment, things like that.
这是安德里亚·罗森，她负责在上阿灵顿培训教师。
This is Andrea Rosen again, the one who trains teachers in Upper Arlington.
当她在20世纪80年代接受教师培训时，她说自己完全没有学到关于自然拼读的知识。
When she studied to be a teacher back in the 1980s, she says she learned nothing about phonics.
事实上，教授们当时是反对自然拼读的。
In fact, professors were against it.
直到她接受了奥顿-吉尔曼培训，才学会了如何教孩子阅读。
It wasn't until she got Orton Gillingham training that she learned how to teach kids to read.
阿米莉亚·史密斯是在更近些年获得她的教学学位的。
Amelia Smith got her teaching degree more recently.
在自然拼读方面，我们没有被教导如何去教授它。
When it comes to phonics, we weren't taught how to teach it.
我们知道它是什么，但不知道如何教授它，以及它应该按照特定的顺序来教。
We knew what it was, but not how to teach it, and that there's a specific sequence in how it should be taught.
早在2000年，国家阅读小组就将自然拼读确定为有效阅读教学的五个关键组成部分之一。
Back in 2000, the National Reading Panel identified phonics as one of five key components of effective reading instruction.
十年后，美国
Ten years later, the U.
教育部
S.
决定调查从教师培训项目毕业的人是否掌握了全部五个组成部分。
Department of Education decided to find out if people coming out of teacher preparation programs were learning all five components.
答案在很大程度上是否定的。
The answer, for the most part, was no.
去年，位于华盛顿特区的智库教师质量国家委员会分析了本科小学教师培训项目的课程大纲，发现大多数项目仍然没有涵盖有效阅读教学的五个关键组成部分。
And last year, the National Council on Teacher Quality, a think tank in DC, analyzed syllabi from undergraduate elementary teacher preparation programs and found that most of them still don't cover all five components of effective reading instruction.
朱威尔·麦克康布斯·塔利斯表示，教师培训项目之所以抵制阅读小组的研究成果，是因为关于全语言与语音教学的意识形态之争仍在继续。
Jewel McCombs Tallis says teacher preparation programs have resisted the findings of the National Reading Panel because there's still an ideological fight going on about whole language versus phonics.
高等教育和阅读教学领域的分歧依然存在。
The division in higher ed and reading is alive and well.
她从事教师培训工作将近二十年，她说许多同事并不相信孩子需要系统性的明确阅读指导。
She's worked in teacher preparation for close to two decades, and she says many of her colleagues don't believe that kids need systematic explicit reading instruction.
相反，在阅读小组报告发布后，许多教师教育者推广了‘平衡读写’的理念。
Instead, in the wake of the reading panel report, many teacher educators promoted the idea of balanced literacy.
平衡读写最初是试图调和阅读教学之争的一种不同尝试。
Balanced literacy began as the notion of a different attempt to try to settle the reading wars.
它本应是两者的最佳结合。
It's supposed to be the best of both worlds.
蒂姆·沙纳汉表示，平衡读写基本上就是将一些语音教学融入全语言教学中。
Balanced literacy is basically whole language with some phonics mixed in, says Tim Shanahan.
他是一位识字专家。
He's a literacy expert.
他说，平衡识字法的问题在于，它把一大堆无效的方法和一点点有效的方法混在一起，这不是好的阅读教学。
He says the problem with balanced literacy is that it combines a whole bunch of things that don't work with a little bit of what does work, and that's not good reading instruction.
他认为，教师培训项目中的许多讲师对阅读科学的了解并不充分。
He thinks many instructors in teacher prep programs just don't know the reading science that well.
一位讲师可能是位博士，熟悉最新的研究。
An instructor might be a PhD who's up on the latest research.
在另一端，你可能会遇到这样的人：我们只是需要有人来教这门课。
On the other end, you could have somebody who essentially, we need somebody to teach this.
这个人还要为我们教另外四门课，我们只是额外给他安排一门阅读教学课程。
This person teaches, you know, four other things for us, and we'll give them an extra course in reading instruction.
他们用的是去年的课程大纲，尽力而为。
You know, they have last year's syllabus, and they do their best.
他说，问题的一部分在于，美国有数千个教师培训项目，但监管却非常少。
He says part of the problem is there are thousands of teacher preparation programs in The United States and very little oversight.
教职人员通常决定教授什么内容。
Faculty members typically decide what gets taught.
没有任何一个权威机构或个人对美国教师的培训负责。
There is no one authority, no person to hold accountable for how teachers in America are being trained.
各州确实拥有一些权力，一些州正试图加强控制。
States do have some power, and several are trying to exert more control.
一些州已经通过法律，要求教师培训项目的毕业生在获得执照前必须通过阅读科学考试。
Some states have passed laws that require graduates of teacher preparation programs to pass science of reading tests before they get licensed.
安德里亚·罗森说，教师需要了解阅读研究，因为当他们不了解时，孩子们和教师都会受到影响。
Teachers need to know the reading research, says Andrea Rosen, because when they don't, kids suffer and so do teachers.
我问安德里亚，在她了解这些研究之前，教孩子阅读是什么样的。
I asked Andrea what teaching kids to read was like before she knew the research.
你还记得那种感觉吗——我不知道自己在做什么，我不知道该怎么帮助这个孩子？
Do you remember feeling, I don't know what I'm doing, like I don't know how to help this kid?
我职业生涯中的每一天都是如此。
Every single day of my career, yes.
是的，这让人士气低落。
Yes, it was demoralizing.
你感到非常内疚和糟糕，因为你已经尽了全力。
You felt so guilty and so bad because you were doing everything you could.
并不是人们不够努力。
It's not that people aren't working hard.
人们正在尝试所有被告诉要做的事情，但就是不管用。
People are trying everything that they were told to do, and it just wasn't working.
我逐渐意识到，有阅读障碍的孩子就像是美国学校教授阅读方式的‘矿井中的金丝雀’。
I've come to think of kids with dyslexia as canaries in the coal mine when it comes to how students are being taught to read in American schools.
超过60%的四年级学生阅读能力未达到熟练水平。
More than 60 of fourth graders are not proficient readers.
其中一些学生是有阅读障碍的孩子，他们没有得到正确的阅读指导。
Some of those students are kids with dyslexia who are not getting the right kind of reading instruction.
但如果所有这些阅读困难的学生都能获得像阅读障碍儿童所需的系统性、明确的阅读指导，他们的表现很可能会好得多。
But all of those struggling readers would likely do much better if they got the kind of systematic, explicit reading instruction that kids with dyslexia need.
南希和卡梅伦·詹姆斯为了儿子乔一路打到了最高法院，他们表示看到了一些改善的迹象。
Nancy and Cameron James, who went all the way to the Supreme Court fighting for their son Joe, say they see signs that things are improving.
他们以厄普顿阿灵顿的情况为例，指出一些州已经开始在教师培训方面采取行动。
They point to what's happened in Upper Arlington, for example, and the fact that some states are starting to take action when it comes to teacher preparation.
但詹姆斯夫妇在孩子阅读教学问题上，仍然不信任公立学校。
But the James's aren't ready to trust public schools when it comes to teaching kids to read.
他们仍然不得不考虑这个问题，因为他们现在有了五个年幼的孙辈。
They still have to think about this because now they have five young grandchildren.
我们的对话就像这样，a a apple。
Our conversations go like this, a a apple.
其中两个孙子已经在接受私人奥顿·吉灵汉姆辅导。
Two of the grandkids are already in private Orton Gillingham tutoring.
詹姆斯家的孩子们在确保孩子学会阅读这件事上绝不冒险。
The James' children are taking no chances when it comes to making sure their kids learn to read.
卡梅伦·詹姆斯说，所有孩子都值得获得更好的阅读教学。
Cameron James says all children deserve better reading instruction.
如果你想降低贫困率，想减少无家可归者，想减少监狱人口，那就教每个孩子读书。
If you want to affect poverty rate, if you want to affect homelessness, if you want to affect our prison population, teach every child to read.
我们知道该怎么做。
We know how to do it.
但我们选择不去做。
We choose not to.
因此，我的祈愿是每个孩子都能学会阅读。
And so that would be my prayer is that every child would learn to read.
A apple a.
A apple a.
A apple a.
A apple a.
Thump dee.
Thump dee.
Thump dee.
Thump dee.
这些人中的一些被称为朝圣者。
Some of these people were called pilgrims.
他们乘坐一艘名为五月花号的船抵达。
They arrived in a ship called the Mayflower.
我痒痒。
I itch it.
我痒痒。
I itch it.
你会问，我该如何驯服这匹野马？
How will I tame the wild mustang, you ask?
嗯，我做了很多研究。
Well, I have done a lot of research.
这需要一些时间，但我不会让你失望。
It'll take a while, but I will not let you down.
所有国王的马和所有国王的人，都会把蛋壳重新拼起来。
All the king's horses and all the king's men gonna put Humpty together again.
您正在收听《难以阅读》，这是APM报道制作的纪录片。
You've been listening to Hard to Read, a documentary from APM Reports.
本节目由艾米莉·汉福德制作，凯瑟琳·温特剪辑。
It was produced by Emily Hanford and edited by Katherine Winter.
我们得到了柯蒂斯·吉尔伯特和乔西的调研与报道协助。
We got research and reporting help from Curtis Gilbert, Josie
乔西·富恩。
Josie Fun.
不可穿透的。
Dispenetrable.
比索伊·马蒂斯。
Bissoi Matisse.
索伊·马蒂斯。
Soi Matisse.
这个很难。
That's a hard one.
乔什、马库斯和莉拉。
Josh, Marcus, and Lila.
莉拉。
Lila.
包括克里斯·沃辛顿、苏珊·皮科、萨莎·伊斯拉尼和史蒂文·史密斯。
Includes Chris Worthington, Suzanne Pico, Sasha Islanian, and Steven Smith.
我们网站上有更多关于阅读障碍的信息。
We have more about dyslexia on our website.
请访问 apmreports.org。
Go to apmreports.org.
我们还制作了大量关于教育的纪录片。
We also have a bunch of documentaries about education.
你可以通过订阅我们的播客《Educate》来了解所有这些内容。
You can hear all about them by subscribing to our podcast, Educate.
详情请访问 educatepodcast.org。
Find out how at educatepodcast.org.
你可以给我们发邮件。
You can send us an email.
邮箱地址是 contact@APMreports.org。
The address is contact@APMreports.org.
你也可以在 Facebook 上找到我们，或在 Twitter 上关注我们。
You can also find us on Facebook or follow us on Twitter.
搜索“educate podcast”。
Search for educate podcast.
本节目的支持来自卢米纳基金会和斯宾塞基金会。
Support for this program comes from Lumina Foundation and the Spencer Foundation.
这里是 APM 美国公共媒体。
This is APM American Public Media.
感谢收听 2017 年的《阅读困难》。
Thanks for listening to Hard to Read from 2017.
我是艾米莉，再次担任《灵魂故事》播客的主持人。
This is Emily again, host of the Soul to Story podcast.
我们很快就会在这个频道发布一期额外的《Soul to Story》节目。
We will have a bonus Soul to Story episode on this feed coming soon.
如果你想了解更多关于《Soul to Story》播客以及我们关于阅读的所有报道，可以访问我们的网站 soultostory.org。
If you wanna find out more about the Soul to Story podcast and all of our reporting on reading, you can go to our website, soultostory.org.
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