11 posts tagged with "APM Reports"

Some of the teachers, students, parents and researchers we met in Sold a Story talk about the impact the podcast has had on their lives and in schools — and share some of their hopes and concerns about the “science of reading” movement. Portraits: Zoe and Lee Gaul, Christine Cronin,

In this episode of "Sold a Story," the impact of the science of reading movement is explored through personal narratives from teachers, students, and parents. Zoe Gall reflects on her reading journey amid ineffective curriculums, while Christine Cronin addresses the evolving perceptions among teachers regarding scientific methods. Mark Seidenberg highlights the complexities of implementing these practices and the risk of overwhelming students with unnecessary details. The episode underscores the need for evidence-based reading instruction and a balanced approach that allows for implicit learning, calling for thoughtful reform in literacy education.

Schools around the country are changing the way they teach reading. And that is having major consequences for people who sold the flawed idea we investigated in Sold a Story. But Lucy Calkins, Irene Fountas and Gay Su Pinnell are fighting back — and fighting to stay relevant. And so

In the episode "9: The Aftermath," the podcast "Sold a Story" explores significant changes in reading instruction approaches in schools nationwide, particularly moving away from balanced literacy methods favored by educators like Lucy Calkins. New York City's chancellor, David Banks, criticizes these methods, advocating for a focus on the science of reading. The episode delves into the resistance faced by some educators, highlighting challenges for the Reading Recovery Council and Heinemann, both struggling financially as schools shift towards evidence-based practices. These transformations are indicative of a broader reevaluation of reading instruction methodologies.

A Spanish adaptation of Sold a Story is now available. Hosted by journalist Valeria Fernández, the podcast is condensed into one 58-minute episode, plus a conversation between Fernández and Emily Hanford for Spanish-speaking parents whose children are learning to read English in American schools. - Listen or share: Sold a

The episode introduces 'Sold a Story en español,' hosted by Valeria Fernández, which targets Spanish-speaking parents in the U.S. It addresses the challenges faced by children who learn to read English while speaking Spanish at home. The discussion includes the nuances of the translation process and highlights the need for greater awareness among parents about reading instruction methods used in American schools, emphasizing that English can be a particularly difficult language for young learners.

Across the country, school districts are dropping textbooks, state legislatures are going so far as to ban teaching methods, and everyone, it seems, is talking about "the science of reading." Things have been changing since Sold a Story was released. In this episode, we tell you about some of the

In the episode "The Impact" from the podcast "Sold a Story" by APM Reports, significant legislative changes surrounding reading instruction are explored. With a growing emphasis on the 'science of reading,' states like Indiana are moving towards mandating scientifically-backed approaches to reading education over traditional methods. However, concerns arise about the rush to adopt new curricula and the need for comprehensive teacher training and assessment to address inherent issues. Additionally, there is skepticism about the true meaning of 'science of reading,' with calls for a broader, more effective educational framework that integrates various methodologies alongside phonics.

Voicemails, emails, tweets: We got a lot of messages from people after they heard Sold a Story. In this episode, we bring you some of their voices. A 10-year-old figures out why he has struggled to read. A mom stays up late to binge the podcast. A teacher confirms what

In this episode of 'Sold a Story,' listeners share their heartfelt experiences related to reading challenges, revealing personal struggles with education systems. A mother expresses her enthusiasm for the podcast, while a 10-year-old describes his obstacles in learning to read. Educators also reflect on their ineffective teaching methods, highlighting systemic flaws in literacy education. The emotional impact of these realizations prompts a reevaluation of reading instruction practices, emphasizing the need for effective methodologies and acknowledgment of educational inequalities. The episode showcases the podcast's profound influence on families and educators alike.

This week we have an episode of a show called Brains On. It’s a science podcast for kids from our colleagues at APM. In this episode, Emily joins the Brains On hosts to talk about how people learn to read. Grab the kids in your life and listen to this

In this episode of Brains On, Emily Hanford explores the challenges children face when learning to read, emphasizing the emotional impact and the need for structured reading instruction. The episode highlights the importance of decoding and language comprehension as essential components of successful reading. Many children struggle with ineffective teaching methods, such as the whole-word approach, which relies on memorization rather than phonetic understanding. The discussion also covers the literacy crisis linked to these teaching methods, urging educators to adopt evidence-based instructional strategies. Throughout the episode, listeners are encouraged to seek help and understand that learning to read is a gradual process that requires perseverance.

There are kids like C.J. all over the country. Schools tell their parents they are reading at grade level, but the kids are not. And whether they ever get the help they need can depend a lot on their family income and their race. In this documentary, originally published in

In the episode "What the Words Say," APM Reports' Emily Hanford explores the challenges in reading instruction across the U.S., particularly affecting children from low-income families and communities of color. The episode reveals how miscommunication about children's reading levels and inadequate teacher training contribute to educational disparities, resulting in many students falling behind. Notably, the importance of effective reading practices, grounded in cognitive science, is emphasized, alongside the urgent need for reform in reading education to address these systemic issues.

Molly Woodworth had a secret: She couldn’t read very well. She fought her way through text by looking at the first letter of a word and thinking of something that made sense. Reading was slow and laborious. Then she learned that her daughter's school was actually teaching kids to read

In 'At a Loss for Words: What's Wrong with How Schools Teach Reading', host Emily Hanford examines Molly Woodworth's reading struggles and highlights systemic flaws in reading instruction based on outdated theories. The episode contrasts whole-word and phonics approaches, detailing how reliance on context-based guessing impedes literacy development. Research indicates phonics instruction is more effective for skilled reading. The podcast argues for a critical reevaluation of reading curricula, emphasizing the essential role of phonemic awareness and orthographic mapping in fostering reading skills aligned with scientific understanding.

Jack Silva had a problem. He was the chief academic officer of a school district in Pennsylvania, and more than 40% of the kids in his district were not proficient readers. He didn't know much about how kids learn to read, but he knew he had to figure it out.

In the episode "Hard Words: Why Aren't Our Kids Being Taught to Read?" by APM Reports, Jack Silva, the Bethlehem school district's chief academic officer, confronts alarming reading proficiency rates, revealing that just 56% of third graders meet state standards. The episode investigates the discrepancies between scientific research on reading and the educational standards currently in practice. It discusses the ongoing debate between phonics and whole language instruction, highlighting that effective reading education necessitates explicit phonics instruction. The narrative underscores the urgency for educational reform to enhance literacy outcomes, especially for disadvantaged students.

The parents knew something wasn’t right. The school said everything would be fine. But their kids weren’t learning how to read. In this documentary, originally published in September 2017, we look at why kids with dyslexia have a hard time getting the help they need in school.Read more: How American

In this episode of "Sold a Story" by APM Reports, titled "Hard to Read: How American Schools Fail Kids with Dyslexia," the systemic failures in the American educational system regarding dyslexia are explored. Parents like Pam face significant challenges in obtaining necessary support for their dyslexic children, compounded by a lack of acknowledgment from schools. Despite scientific knowledge on effective reading methods, a shortage of resources and outdated teaching approaches hinder proper interventions. The episode emphasizes the urgent need for systemic change, including improved teacher training and recognition of dyslexia in schools to ensure that students receive the education they deserve.