Podcast appearances and mentions of emily hanford

The New Yorker staff writer David Owen opened a recent piece with a personal story: To hide that she couldn't read, his niece turned pages when her classmates did. Owen joined Sold a Story host Emily Hanford for a live conversation about his December 2025 article “Dyslexia and the Reading Wars.” The event was part of the Eyes on Reading series at Planet Word, a museum in Washington, D.C., dedicated to words and language. Read: Transcript of this episodeWatch: All Eyes on Reading videosConnect: Sold a Story discussion guidesSupport: Donate to APM Reports Email us: soldastory@apmreports.org  Call us: (612) 888-7323More: soldastory.org Dive deeper into Sold a Story with a multi-part email series from host Emily Hanford. We'll also keep you up to date on new episodes. Sign up at soldastory.org/extracredit.

In this 45-minute presentation, I walk through five beliefs about the science of reading. The intent is to spark curiosity and encourage conversation. Watch this presentation in tandem with my free eBook What School Leaders Need to Know About the Science of Reading. Use these resources as a starting point for holding much-needed discussions in your school around effective literacy instruction. If you would like support with facilitating this type of conversation, don't hesitate to get in touch with me here.Take care,MattP.S. Join me for the next professional learning event: a conversation with Dr. Kelly Cartwright, author of Executive Skills and Reading Comprehension: A Guide for Educators.Full TranscriptWhat School Leaders Need to Know About the Science of ReadingTranscript of a presentation based on the free ebook resource available to download.About MeHi, I'm Matt Renwick. I'm sharing this presentation: What School Leaders Need to Know About the Science of Reading, based on the free ebook resource available to download.A little bit about myself. I'm a father of two teens and a husband to Jodi, who is also a teacher. My son is currently in college — whenever I visit, I try to find something fun for us to do together. My daughter is a junior in high school. I'm also a very part-time bookseller at an independent bookstore in my hometown. This is our dog, Millie. She works Sundays with me and is excellent at her job. And one of the things I most enjoy is visiting national parks. My most recent trip was to the Rocky Mountains for a mountain biking trip — though I'll admit I'm not a big fan of heights, so I drove the rest of the party up to the trailhead and cheered them on from there.Starting With a BookI want to begin by referencing a book — not reading it aloud, but using it as a frame. It's called Duck! Rabbit! by Amy Krouse Rosenthal and Tom Lichtenheld. You may have seen it. It uses an optical illusion — is it a duck or a rabbit? One person sees a duck; another sees a rabbit.I've found this book especially useful for lowering the emotional temperature when we start talking about the science of reading. After reading it aloud, I typically invite a group to pause and reflect on these three questions:* When we debate reading instruction, are we arguing about what's best for kids — or about who's right?* Where in your work do you notice people looking at the same data and seeing completely different things?* What would it take for you to genuinely consider a perspective on reading instruction that you've resisted?If you're watching this with a group, I'd encourage you to pause here and have a conversation.How This Resource Got StartedThe impetus for this presentation came from a colleague who was supporting a new administrator. This new administrator was already getting inundated with requests for evidence-based workbooks and heavily phonics-focused resources. She reached out and asked me to share my take on the science of reading with this administrator.Here's what I shared in an email:First, reading instruction is complex. It's not a simple equation you can plug resources into and expect to produce readers.Second, science requires inquiry, not dogma. If a field is a true science, it will continue to conduct research, look at what's working and what's not, and reevaluate its philosophies in light of new evidence.Third, multiple sciences of reading matter. We can't just look at cognitive science. We also have to look at the science of engagement, the science of motivation, the science of efficacy, and the science of goal setting. These all matter.Fourth, authentic texts should support skill development. A lot of resources strip away rich, relevant text in service of isolated skill practice — and we know that doesn't work.Fifth, programs do not equal responsive instruction. I've heard this called “solutionitis” — the idea that buying a program will automatically raise reading scores. We know that's not the case.I sent that email and waited a few weeks without hearing back. I eventually reached out to my colleague and learned the administrator had left the position. My first assumption was that the complexity of the topic had scared them off — but actually, they'd landed a dream job. Still, the experience got me thinking about all the new administrators coming into these roles without much background in this area. That's what I want to address through both this presentation and the ebook.My Beliefs — A DisclaimerWhat follows is based on my current beliefs, grounded not just in my own experience but also in research and in conversations with colleagues who know more than I do in certain areas. These beliefs are evolving. I hold them with humility.Belief 1: Teaching Reading Is Not SimpleThere's been a lot of conversation lately about the “simple view of reading.” I'd argue that teaching reading is anything but simple. It takes a long time to become highly skilled at teaching readers.I recently came across a New York Times article titled “Kids Rarely Read Whole Books Anymore — Even in English Class.” I found it striking because when I taught fifth and sixth graders 25 years ago, we were reading multiple novels a year as a class. Then we moved away from that — toward anthology series, excerpts, comprehension questions, skill packets. I'm not saying whole-class novel study is a best practice across the board. But it's worth asking: we introduced all these programs, and the result is that kids aren't reading books anymore. How do we find the balance — where resources support instruction without becoming the curriculum? As Peter Afflerbach likes to say: How do we teach readers, not just reading?The Simple View of Reading — from Gough and Tunmer — reads like an equation: decoding + language comprehension = reading. There's research that supports this. The problem is that it's incomplete. It doesn't account for all the other ways kids become readers.One of the biggest promoters of this simplified narrative has been Emily Hanford's Sold a Story podcast. I counted the transcripts of the first eight episodes: phonics is mentioned 48 times, comprehension 10 times, and engagement 0 times. You can see how media shapes the public's understanding of reading instruction — and how that narrative flows into legislation. Wisconsin's Act 20, for example, is heavily phonics-focused. Some of the assessments it prioritizes, like oral reading fluency, can be useful indicators — but they don't even measure comprehension.An Active View of Reading — introduced by Duke and Cartwright — is what I promote instead. It still values word recognition and language comprehension, but adds important components: bridging processes (print concepts, fluency, vocabulary knowledge), and active self-regulation (motivation, engagement, executive functioning, strategy use). These aren't extras — they're prerequisites for students to become highly effective, engaged readers. Notably, this is a reader model, not a reading model. It recognizes that reading is also shaped by the texts we choose, the tasks we design, and sociocultural context — including diverse authorship, representation, and the absence of bias.A practical implication: expand your assessments. As a principal and teacher, I learned that what we measure is what matters. Right-to-read legislation may mandate oral reading fluency screening, and that's fine — but we can also look at attendance and behavior as root causes, consider whether language barriers rather than reading skill are the real challenge for some students, and include teacher observations and student voice. Think about what it means to take a fuller picture of a reader.Belief 2: The Science Is Anything But SettledI once posted this on Twitter:“I don't know who needs to hear this. Teaching a literacy curriculum program like a script, lesson by lesson, to all kids without considering their current interests, abilities, and needs is not scientific, drains the joy out of learning, and leads to inequities.”It got significant engagement — many positive responses, but also real pushback. Someone at the higher ed level responded that teachers actually love the script because it gives them structure. I understand that perspective. But the insistence that the science is settled — and that it's simply a matter of implementing the right program — is not only factually wrong; it's intellectually closed.Notice even the language: the science of reading. That definite article is essentialist, exclusive — like “the Olympic Games” or “The Ohio State University.” If you're for the science of reading, you believe X. If you don't, you're outside the movement. People have been pushed to the margins of these communities simply for raising questions. That doesn't feel very scientific.Any professional field that considers itself a science goes through paradigm shifts — a concept introduced by Thomas Kuhn. Normal science gives way to anomalies, then to a model crisis, then to revolution, then to a new paradigm. Copernicus gave us one example. I believe reading instruction is stuck in the model crisis — cycling through the same debates without genuine revolution. We can't change the whole profession, but we can make progress locally.One approach I've found effective: use professional journal articles to facilitate conversation — not to prove a point, but to create space for educators to engage with ideas. Rachel Gabriel's article “The Sciences of Reading Instruction” is a good one. It's balanced, uses helpful metaphors, and raises productive questions.Pair it with shared agreements (I use: stay engaged, experience discomfort, speak your truth, expect and accept non-closure) and a dialogue protocol — like the 4As — to make sure all voices get space, not just the loudest ones.Belief 3: Good Intentions Can Lead to Inequitable OutcomesWisconsin's Act 20 — our right-to-read law — was written in July 2023. Like many state laws of its kind, its language has been heavily influenced by certain think tanks, commercial providers, and media figures. It requires science-based early reading instruction, mandates universal screening and intervention systems, restricts certain curriculum approaches (no three-cueing in core reading curriculum starting in 2024–25), and requires professional development around structured literacy for K–3 teachers, principals, and reading specialists.There are also third-grade promotion policies. In some states — Ohio, Florida, Mississippi — students who are not deemed proficient can be retained. Up to a third of an entire third-grade cohort in some cases. The long-term effects of that are deeply concerning.I share this because I do believe most people involved in this legislation want kids to perform better. But good intentions can produce inequitable outcomes when:* Single scores become students' identities* A student who scored at the 24th percentile versus the 25th percentile on an ORF assessment receives a personal reading plan and a letter home — without anyone asking whether they had a rough night, or whether they still see themselves as a strong reader* We do things to students rather than with them, stripping away agency and voiceWhat I've observed as this movement plays out in schools: more scripted curricula, limits on responsive instruction, isolated skill practice, decontextualized text, and assessments that measure only what's easy to measure. The downstream effects include the removal of voice and choice, classroom and school libraries collecting dust, independent reading squeezed out, teacher professionalism diminished, and authentic tasks like project-based learning deprioritized.One counter-move: empower students to curate and organize their classroom or school library. This can be an ongoing project — lay the books out, let students decide the organization, identify gaps, and bring in culturally relevant titles. Use book order points and let kids choose. You'll see more engagement, more reading, and you'll free up some of your own time in the process.Belief 4: One Science Is Dependent on AnotherI was recently working with a team discussing teacher beliefs and their role in effective reading instruction. I posed this question: Imagine your principal removed all the core ELA resources from every classroom. Could your teachers still teach their students?After a pause, the group said — yeah, we could.So what would that look like?And that's when the real conversation started.I raise this because critics of the science of reading movement have pointed out that proponents often can't articulate a coherent theory. “Sequential and explicit direct instruction” is a process, not a theory. What's the actual theory of action for teaching readers? That question matters.One answer is an instructional model that allows teachers to be responsive. I've used Regie Routman's Optimal Learning Model from Literacy Essentials in two schools as a principal. What I like about it is the arrows going both directions — we move between whole-class demonstration, shared practice, guided reading, and independent reading based on real-time, informal assessment. If kids aren't ready, we go back. This takes significant professional development to build capacity, but it also inoculates schools against scripted program dependency.The larger point is this: teaching readers well requires holding multiple sciences in tension simultaneously. Cognitive science — comprehension, decoding, fluency. Affective science — motivation, engagement, identity. Metacognitive science — goal setting, self-efficacy, agency. These don't operate in isolation. When you weave them together — for example, using a classroom library project that builds both reading identity and cognitive engagement — you see real growth.How to build this knowledge in your staff: As a principal, I had to build my own curriculum. I subscribed to several journals — I didn't read every article, but I'd browse the table of contents, pull one article, read it with margin notes, and then summarize it in my Friday staff newsletter, linking to the original. I became an information distiller. That made it possible to walk into a classroom and have a research-grounded conversation with a teacher who held strong views — not as an expert telling them what's right, but as a colleague asking questions. What did you think about that article on Orton-Gillingham? It becomes a much more objective, productive exchange.Belief 5: You Can't Buy the Science of ReadingThis became real to me as a principal when a reading recovery interventionist was trying to get a first-grade student to come to his sessions. Reading Recovery is a highly evidence-based intervention — but she couldn't get him to come. We suspected executive functioning challenges and a history of reading struggle that made being singled out feel threatening.So she brought in a Venus flytrap. She told the student: if you come to my room, you get to feed it one fly.Eventually, I walked in, and there was a pile of dead flies next to the plant. This student had started bringing his own food supply. The teacher had to explain that they couldn't overfeed it. What started as external motivation — a Venus flytrap — gradually shifted toward internal, identity-forming reinforcement. She had the student, after reaching a benchmark, choose a few books he actually wanted to read. That was the celebration.You can't legislate this. You can't buy it. It's built over time through teachers developing deep knowledge — not just of reading, but of kids, of pedagogy, of motivation and engagement, of executive function, of the ways all these strands weave together into a reader's identity. It takes sustained investment in self-study and collective growth.This shakes out in school-level data as well. As a principal, I used to look at statewide scores and identify schools similar to mine demographically — Title I schools — that were doing better. Then I'd cold-call their principals and reading specialists and ask: what are you doing?Four themes emerged:* High expectations for every student. Inclusion was the default. Intervention was carefully integrated with Tier 1, not siloed.* Sustained investment in teachers. Not cutting PD days. Not just buying a program and saying good luck. Actually coaching and developing teachers over time.* Different programs, shared beliefs. Every school used something different — some used Units of Study, some used anthologies, one had developed their own materials. What they shared was a deep commitment to common beliefs and practices. One principal described respectfully but clearly inviting a teacher who wouldn't get on board to find a better fit elsewhere.* No superheroes. No one teacher stood out as exceptional. What they had was a willingness to have hard conversations and an evolving, collective commitment to what they knew to be effective.One practical strategy: develop shared beliefs as a staff. I used Regie Routman's Read, Write, Lead, which includes over 20 belief statements. Each year I'd put them in a Google form — agree or disagree. The first year, we had two shared beliefs. We celebrated. The next year, we focused our professional development on the areas of disagreement. The year after that, we had five. And we kept growing.As a principal, I could then walk into classrooms and reference those shared commitments — affirming what I saw that was aligned, and asking honest questions when something was missing. The expectations were clear. The conversations were respectful.You can also do this as a whole-group activity: post belief statements on chart paper, give staff colored dots, and ask them to place their dots on a spectrum from agree to disagree. Then have them talk about why. This builds not just shared beliefs but perspective-taking — recognizing that most people sit somewhere in the middle, and that the goal is to move together toward greater alignment over time.ClosingI want to close with a student I remember from third grade — a kid who by second grade saw reading as something you do in school, not something you love. A capable reader, but not a joyful one.In third grade, his teacher read aloud Tales of a Fourth Grade Nothing by Judy Blume. He related to Peter Hatcher — oldest of three boys, with a younger sibling who was like Fudge. He read and re-read that book until the pages were falling out of his copy. He loved it so much that he wrote some not-so-great fan fiction trying to emulate Judy Blume.If you look closely at the bottom left of the fan fiction — you can see my name there.That's how I became a reader. Not through a script. I'm sure I learned some skills in kindergarten and first grade. But what unlocked reading for me — what helped me see myself as a reader and to love it — was one read-aloud by one teacher who knew her students and knew what would turn them on to reading.Closing question: How do you choose to see your readers? Take a moment to think about how you're seeing them now — and how you might choose to see them a little differently tomorrow.Thank you for watching What School Leaders Need to Know About the Science of Reading. Please reach out if you have any questions. And thank you for your work, your leadership, and your readership. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit readbyexample.substack.com/subscribe

The schools in Steubenville, Ohio, are doing something unusual—in fact, it's almost unheard of. In a country where nearly 40 percent of fourth graders struggle to read at even a basic level, Steubenville has succeeded in teaching virtually all of its students to read well. According to data from the Educational Opportunity Project at Stanford University, Steubenville has routinely scored in the top 10 percent or better of schools nationwide for third-grade reading, sometimes scoring as high as the top 1 percent.In study after study for decades, researchers have found that districts serving low-income families almost always have lower test scores than districts in more affluent places. Yet Steubenville bucks that trend.“It was astonishing to me how amazing that elementary school was,” said Karin Chenoweth, who wrote about Steubenville in her book How It's Being Done: Urgent Lessons From Unexpected Schools.This week on Reveal, reporter Emily Hanford shares the latest from the hit APM Reports podcast Sold a Story. We'll learn how Steubenville became a model of reading success—and how a new law in Ohio put it all at risk. This is an update of an episode that originally aired in April 2025. Support Reveal's journalism at Revealnews.org/donatenow Subscribe to our weekly newsletter to get the scoop on new episodes at Revealnews.org/weekly Connect with us onBluesky, Facebook and Instagram Learn about your ad choices: dovetail.prx.org/ad-choices

Episode Summary:What if libraries played a central role in transforming literacy instruction? In this Changemaker Voices episode, Jenny Emery Davidson shares how a rural community library became a hub for science-of-reading-aligned professional learning, teacher collaboration, and joyful literacy advocacy. This conversation will inspire educators and leaders to rethink how communities can help build a true social fabric of literacy.GuestJenny Emery DavidsonExecutive Director, The Community Library (Ketchum, Idaho)Topics DiscussedLibraries as community-based literacy leadersSupporting teachers through collaboration, not mandatesProfessional learning grounded in the science of readingLiteracy access and equity in rural communitiesCreating joyful, meaningful learning experiences for educators and studentsBuilding a “social fabric of literacy” beyond schoolsOrganizations & Programs MentionedThe Community Library (Ketchum, ID)https://comlib.orgThe Community Library Literacy SummitA multi-day professional learning experience for Idaho educators focused on the science of reading and literacy instructionhttps://comlib.org/literacy-summitUniversity of Idaho (Moscow, ID)https://www.uidaho.eduScholars & Literacy Leaders ReferencedDr. Louisa Moats https://www.louisamoats.comDr. Anita Archer https://explicitinstruction.orgDr. Carol Tolman https://drcaroltolman.com/Dr. Antonio Fierro https://readinguniverse.org/contributor/antonio-fierro-edd?page=1Dr. Sally Brown (College of Idaho) https://collegeofidaho.edu/people/sally-brown/Books & Resources MentionedSpeech to Print – Louisa Moats https://products.brookespublishing.com/Speech-to-Print-P1167.aspxIdaho Dyslexia Handbookhttps://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-Dyslexia-Handbook.pdfSold a Story (Podcast by Emily Hanford)https://features.apmreports.org/sold-a-story▶️ Watch the full conversation on YouTube. https://youtu.be/6GOksQx4vt4If this episode resonates with you, share it with a colleague or community leader—and consider how your own community might help build a stronger social fabric of literacy.

Early in her teaching career, Margaret Goldberg was skeptical of the science of reading. Today, she is working with neuroscientist Reid Lyon to bring it into more classrooms. Lyon and Goldberg joined Sold a Story host Emily Hanford for a live conversation about the challenges of translating research into practice. The event was part of the Eyes on Reading series at Planet Word, a museum in Washington, D.C., dedicated to words and language. Read: Transcript of this episodeSee: Slideshow from the event (cute pictures!)Watch: All Eyes on Reading videosConnect: Sold a Story discussion guidesSupport: Donate to APM Reports Email us: soldastory@apmreports.org  Call us: (612) 888-7323Listener survey: Tell us about yourselfMore: soldastory.org Dive deeper into Sold a Story with a multi-part email series from host Emily Hanford. We'll also keep you up to date on new episodes. Sign up at soldastory.org/extracredit.

On today's show, host of APM Reports' “Sold a Story” podcast Emily Hanford joins Kimberly to make us smarter about the science of reading movement. It's gained a foothold over the past few years (thanks in part to “Sold a Story”). But the Trump administration's cuts to the Department of Education could slow the momentum of reading research and the effort to share it with educators.Here's everything we talked about today:"Episode 14: The Cuts" from “Sold a Story”"$900 Million in Institute of Education Sciences Contracts Axed" from Inside Higher Ed"How legislation on reading instruction is changing across the country" from APM Reports"What to Know About the Science of Reading" from The New York TimesLearn some Kimberly Adams trivia on Marketplace's InstagramWe love hearing from you. Leave us a voicemail at 508-U-B-SMART or email makemesmart@marketplace.org.

On today's show, host of APM Reports' “Sold a Story” podcast Emily Hanford joins Kimberly to make us smarter about the science of reading movement. It's gained a foothold over the past few years (thanks in part to “Sold a Story”). But the Trump administration's cuts to the Department of Education could slow the momentum of reading research and the effort to share it with educators.Here's everything we talked about today:"Episode 14: The Cuts" from “Sold a Story”"$900 Million in Institute of Education Sciences Contracts Axed" from Inside Higher Ed"How legislation on reading instruction is changing across the country" from APM Reports"What to Know About the Science of Reading" from The New York TimesLearn some Kimberly Adams trivia on Marketplace's InstagramWe love hearing from you. Leave us a voicemail at 508-U-B-SMART or email makemesmart@marketplace.org.

Education research is at a turning point in the United States. The Trump administration is slashing government funding for science and dismantling the Department of Education. We look at what the cuts mean for the science of reading — and the effort to get that science into schools. Read: Trump cancels survey of high schoolers Read: Nation's Report Card at risk Read: Lawsuit saves massive reading experiment Read: Transcript of this episodeCarolyn Riehl: Medical research and education research Call us: (612) 888-7323 Email us: soldastory@apmreports.org Donate: Support our journalism More: soldastory.org Dive deeper into Sold a Story with a multi-part email series from host Emily Hanford. We'll also keep you up to date on new episodes. Sign up at soldastory.org/extracredit. 

In a recent show, I referred to Emily Hanford as the Alexa App of reading instruction. This was a metaphor, a common literary device in which one makes a comparison without using the words ‘like' or ‘as'. It creates an image. When we say America is a melting pot, we don't literally mean there's a big pot bubbling somewhere. Metaphors create images and communicate things that lists of words cannot. Recently, somebody took great umbrage of my use of metaphor. This was selective umbrage. If you want to take umbrage at something, take umbrage at the money wasted to pay for commercial products and services. Take umbrage at over-crowed classrooms and poor teaching conditions. Take umbrage at low teacher pay and lack of legitimate professional development opportunities. Take umbrage at tax cuts that make tuition costs rise. Take umbrage when the public cannot afford to go to our public colleges and universities. Take umbrage at the lack of health care, food insecurity, and mass shootings.

The schools in Steubenville, Ohio, are doing something unusual—in fact, it's almost unheard of. In a country where nearly 40 percent of fourth graders struggle to read at even a basic level, Steubenville has succeeded in teaching virtually all of its students to read well. According to data from the Educational Opportunity Project at Stanford University, Steubenville has routinely scored in the top 10 percent or better of schools nationwide for third grade reading, sometimes scoring as high as the top 1 percent.In study after study for decades, researchers have found that districts serving low-income families almost always have lower test scores than districts in more affluent places. Yet Steubenville bucks that trend.“It was astonishing to me how amazing that elementary school was,” said Karin Chenoweth, who wrote about Steubenville in her book How It's Being Done: Urgent Lessons From Unexpected Schools.This week on Reveal, reporter Emily Hanford shares the latest from the hit APM Reports podcast Sold a Story. We'll learn how Steubenville became a model of reading success—and how a new law in Ohio put it all at risk.  Support Reveal's journalism at Revealnews.org/donatenow Subscribe to our weekly newsletter to get the scoop on new episodes at Revealnews.org/weekly Connect with us on Bluesky, Facebook and Instagram Learn about your ad choices: dovetail.prx.org/ad-choices

Steubenville became a model of reading success. Then a new law in Ohio put it all at risk. In this episode, we look at the "science of reading" lists some states are making, why the program Steubenville has been using for 25 years isn't getting on many of these lists, and the surprising power of one curriculum review group.Read: Christopher Peak on EdReportsRead: Transcript of this episodeCall us: (612) 888-7323Email us: soldastory@apmreports.orgDonate: Support our journalism More: soldastory.orgDive deeper into Sold a Story with a multi-part email series from host Emily Hanford. We'll also keep you up to date on new episodes. Sign up at soldastory.org/extracredit.

There's a name for the program at the heart of Steubenville's remarkable reading results. It's called Success for All. It's been around for decades, and numerous studies have shown it's effective. But relatively few school districts use it. We trace the history of the program and why it's never really caught on. Read: Transcript of this episodeVideo: The Story Behind Sold a StoryDonate: Support our journalismMore: soldastory.orgEmail us: soldastory@apmreports.org Dive deeper into Sold a Story with a multi-part email series from host Emily Hanford. We'll also keep you up to date on new episodes. Sign up at soldastory.org/extracredit. 

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There's a school district in eastern Ohio where virtually all the students become good readers by the time they finish third grade. Many of the wealthiest places in the country can't even say that. And Steubenville is a Rust Belt town where the state considers almost all the students “economically disadvantaged.” How did they do it?Explore: Steubenville, by the numbers Read: Transcript of this episode From Karin Chenoweth Book: Districts that Succeed Book: How It's Being Done Podcast: ExtraOrdinary Districts Donate: Support our journalism More: soldastory.org  Email us: soldastory@apmreports.org  Dive deeper into Sold a Story with a multi-part email series from host Emily Hanford. We'll also keep you up to date on new episodes. Sign up at soldastory.org/extracredit. 

To celebrate Education Talk Radio's addition to the Be Podcast Network, we're sharing some episodes focused on equity and access from across the network. In this episode from The Authority Podcast, host Ross Romano speaks with UnboundEd CEO Lacey Robinson about her book Justice Seekers: Pursuing Equity in the Details of Teaching and Learning.The conversation includes:GLEAM — Grade-Level, Engaging, Affirming, Meaningful instructionThe relationship between justice and equityJustice is found in the details of teaching and learningWhat's hard about being a truth-teller?What can a teacher do in an environment that discourages or prohibits explicit discussion of race?How does administration create a supportive environment for this approach?Learn more about Justice Seekers at www.unbounded.org or find it on Amazon, Barnes & Noble, bookshop.org or wherever you get your books.About today's guestLacey Robinson is the president and CEO of UnboundEd, and the chair of the Board of CORE Learning. As CEO, Robinson sets the organization's vision for transforming instruction for students at the margins. She is a former teacher, principal, and professional development specialist who has focused on literacy, equity, and school leadership for more than 25 years. Her life's work aims to enable educators to disrupt systemic inequities in their school districts and classrooms. She led the merger of UnboundEd, Pivot Learning, and CORE Learning under the UnboundEd banner — creating the nation's largest K–12 educator development organization focused on improving teaching and learning for underserved students.Robinson is a leading national voice on disrupting the predictability of students' educational outcomes, and was named to 2023's Forbes 50 Over 50 list in recognition of her innovative leadership. She frequently serves as a keynote speaker and is featured on Emily Hanford's 2022 “Sold a Story” podcast.About the hostRoss Romano is a co-founder of the Be Podcast Network and CEO of September Strategies. He is a leadership development and performance coach for professionals in a range of industries and consults with organizations and high-performing leaders in the K-12 education industry to help communicate their vision and make strategic decisions that lead to long-term success. Connect on Bluesky and LinkedIn We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

In 2022, Sold a Story debuted, bringing renewed attention—and scrutiny—to literacy instruction. Indeed, since Sold a Story came out, at least 25 states have passed reading laws. On this episode of The Report Card, Nat Malkus speaks with Emily Hanford, host of Sold a Story. Nat and Emily discuss why Sold a Story took off, […]

In 2022, Sold a Story debuted, bringing renewed attention—and scrutiny—to literacy instruction. Indeed, since Sold a Story came out, at least 25 states have passed reading laws. On this episode of The Report Card, Nat Malkus speaks with Emily Hanford, host of Sold a Story. Nat and Emily discuss why Sold a Story took off, the impact Sold a Story has had on the literacy landscape, the state of investigative journalism in 2025, the pros and cons of podcasting, common misunderstandings of Sold a Story, and more.Emily Hanford is a senior correspondent and producer at APM Reports and the host of Sold a Story, which was the second most shared show on Apple Podcasts in 2023. New episodes of Sold a Story will be coming out in February. Show Notes:Sold a Story'There's a thoughtfulness about reading in the country today'New Reading Laws Sweep the Nation Following Sold a Story

Public schools across Minnesota are in the process of overhauling their reading curriculum. You may remember in 2023, the state passed the READ Act. It includes requirements that students be taught phonics and requires districts to purchase specific curriculum. At St. Paul Public Schools, the district began putting an emphasis on literacy even before the READ Act. And just last night they premiered a docuseries that followed students over one school year and their literacy journey.The docuseries is called “All In: The Saint Paul Public Schools Literacy Journey.” Jenny Davis is the literacy coordinator for the district and joined the program to talk about the docuseries. Emily Hanford was the reporter behind our Sold A Story podcast, which spurred states like Minnesota to put new laws into place regarding literacy and started a nationwide conversation. Hanford also joined the program to talk about her reporting on this topic.

In the Dark presents the first episode of “Sold a Story,” an award-winning investigative podcast that is changing how children are taught to read. In this episode, “The Problem,” a mother watches her son's first-grade lessons during Zoom school and discovers with dismay that he can't read. Her son isn't the only one: more than a third of fourth graders in the United States can't read on even a basic level. In “Sold a Story,” the host, Emily Hanford, exposes how educators came to believe in a method of teaching reading that doesn't work, and are now reckoning with the consequences. “Sold a Story” is available wherever you listen to podcasts. Learn more at soldastory.org. 

Coffee Break: "My Journey: Overcoming Reading Challenges and Building Confidence"In this episode, I share how a recent podcast titled A Story Sold made a big impact on me. It resonated with my journey from struggling as a reader to building confidence over the years. The podcast filled in gaps I didn't have answers to, and I believe it could help others too. Check out the link—hope it's helpful. Enjoy!Podcast link:“Sold a Story” / https://podcasts.apple...Dive deeper into Sold a Story with a multi-part email series from host Emily Hanford. We'll also keep you up to date on new episodes. Sign up at https://cloud.connect.... extracredit.——————————————————————TheFailed Podcast / Sam Esquivel Info:Instagram: @The_Failed_Podcast

Nationally acclaimed journalist Emily Hanford's work is changing the ways schools around the country teach reading. In this award-winning podcast, she investigates why so many schools use an approach that cognitive scientists debunked decades ago. Apple Podcasts has recognized Sold a Story as a Series Essential. To celebrate, we're making it available without ads or other announcements for a limited time. Support: Donate to APM Reports More: soldastory.org Dive deeper into Sold a Story with a multi-part email series from host Emily Hanford. We'll also keep you up to date on new episodes. Sign up at soldastory.org/extracredit.

Send us a textPlease Support Our Show❤️https://www.paypal.com/donate/?hosted_button_id=88DP4YMVETHFQAdvertise with us:https://theliteracyview.com/contact/Join our Facebook Group✅https://www.facebook.com/share/g/msdoTSwSiQvbtUW9/?mibextid=qtnXGeEmail us: FaithandJudy@gmail.comFaith's Book Links-https://a.co/d/5bv8AdEhttps://a.co/d/50d2qWZThe One About…Teachers Who Speak Up are Written Up: No Good Deed Goes Unpunished This Breaking News episode is a result of our last episode on Badass Moms and their Teens! YouTube Link is here:https://youtu.be/SR0lO0osKqY?si=qzR-EmT1OT-0FUuT Article:Letter to the Editor in the Muddy River NewsBlaming Parents, Teachers, Students, or Pandemic Isn't Solution to Low Reading Scores in Quincyhttps://muddyrivernews.com/opinion/letter-to-the-editor-blaming-parents-teachers-students-or-pandemic-isnt-solution-to-low-reading-scores-in-quincy/20240715060000/ Special Guests **Dawn De Lorenzo Bio:I am dual-certified general and special education teacher with 24 years experience. I have taught students from PreK through Grade 8. The majority of the students that I have served throughout my career had language-based learning disabilities such as dyslexia. I am a CERI Certified Structured Language Teacher. I have my MA in Curriculum and Instruction and my Ed.S. in Education Leadership, Policy and Management.  Last year, I was a Teacher Leader Policy Fellow with JerseyCAN and worked to champion several policies to strengthen literacy in New Jersey. JerseyCAN awarded me with an Excellence in Advocacy Award for my work.  I was second place in Nessy's 2024 Teacher of the Year Dyslexia Awareness Award. This year I started my own tutoring business, Lighthouse Literacy Solutions, where I can serve students and their families' needs without all of the red tape that entangles educators in public schools today. Website:https://lighthouseliteracy.tutorbird.com/lighthouseliteracynj.tutorbird.comEmail: lightjouselitnj@gmail.comX: https://x.com/DeLorenzoEdSLinkedIn: https://www.linkedin.com/in/dawndelorenzo/  Sherri Lucas-Hall BioSherri worked in a Georgia school district for 14 years, 4 years as an after-school teacher/ paraprofessional/substitute and 10 years as a classroom teacher for grades K/1. Sherri began studying the science of reading after discovering and listening to Emily Hanford's APM podcast entitled Hard Words in 2018.She started a small tutoring business, Designed to Teach Tutoring Services, in September 2019.Sherri earned a Bachelor of Science in Management from Northern Illinois University and a Master of Arts in Teaching from Mercer University.  She obtained an OG Classroom Educator Level Certification and completed LETRS training in January 2022, currently delivering those trainings as a PLF.  Sherri lives in Georgia with 2 of her Support the showThe Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

A fact may be true. But the truth of the fact is limited to the context in which it was found. Outside a meaningful context, the fact may mean something different. Also, facts without context can be misapplied and misunderstood. This is true of many of the facts used to support SoR structured approaches to reading instruction known as structured literacy. It is a house built on a series of decontextualized facts.

Reading Rainbow. Reading is FUNdamental! Hooked on Phonics. We grew up steeped in a culture that encouraged reading. And in the past couple of years many U.S. states have embraced legislation about how kids are taught to read in school. The phrase that you may have heard is “science of reading,” as in “let's make sure schools are using reading curricula based on science.” But what does that actually mean? And how would you, as a parent, know if your school was doing it?Today on ParentData, we're joined by journalist Emily Hanford, the host of the excellent podcast, Sold a Story. The topic of its first season was how reading is taught in American schools, and, for a lot of parents, it opened their eyes to the fact that there isn't just one way to teach reading and that many schools weren't doing it right. We talk about what the science says about the right approaches to reading, and then, more practically, about how parents can evaluate their own kids' learning and whether the legislation we're seeing is doing any good.Subscribe to ParentData.org for free access to new articles every week on data-driven pregnancy and parenting.

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, Reid LyonEmail us: soldastory@apmreports.orgVideo: Mark Seidenberg at YaleArticle: Seidenberg on translating the scienceArticle: Lyon's most important findingsRead: Transcript of this episodeDonate: Support APM ReportsMore: soldastory.orgDive deeper into Sold a Story with a multi-part email series from host Emily Hanford. We'll also keep you up to date on new episodes. Sign up at soldastory.org/extracredit.

Existe una idea sobre cómo enseñar a leer que han adoptado muchas escuelas estadounidenses: En lugar de limitarse a pronunciar las letras, los profesores piden a los alumnos que utilicen las imágenes y el contexto para adivinar lo que dicen las palabras. Sin embargo, muchos estudios demuestran que es un mal hábito que puede estorbar el proceso de aprendizaje. Esta adaptación al español del exitoso podcast Sold a Story, de Emily Hanford, investiga a las personas que promovieron esa idea y se beneficiaron de ella.soldastory.es

Aprender a leer en inglés es notoriamente difícil: letras mudas, patrones ortográficos impredecibles, y puede ser especialmente desalentador para los niños que no hablan mucho inglés en casa. El cincuenta por ciento de los alumnos hispanos de cuarto grado no sabe leer ni siquiera a un nivel básico, pero muchos padres no saben que sus hijos van rezagados. La presentadora Valeria Fernández entrevista a Emily Hanford, la reportera que elaboró Sold a Story, sobre los retos de aprender a leer en inglés cuando no es tu lengua materna, y lo que pueden hacer los padres si su hijo tiene dificultades.Cómo ayudar a su hijo a aprender a leer¿Por qué no se enseña a leer a los niños?Una evaluación popular, pero a menudo equivocada, de la lectura

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 Story en español - Learn more: soldastory.es

Emily Hanford is senior producer and correspondent for APM Reports. She's the host of the hit podcast, "Sold a Story," the second most shared show on Apple Podcasts in 2023 and Time Magazine top THREE podcasts of the year joins Lisa today for a conversation reading instruction. Her entire career has been dedicated to public radio -- much to her English degree's surprise -- and has really made a tremendous name for herself. While her hit podcast launched at a time when parents, educators and the world was curious about the effect of the pandemic on today's students, it's proven to be an enduring and sought-after source of information. Tune in to hear her insights and incredible passion for a topic that not only impacts tomorrow's future, but today's everyday. Learn more about your ad choices. Visit megaphone.fm/adchoices

Do you hear the words “special education” and immediately have a negative thought or emotion about it? Me too! Not because there is anything wrong with our wonderful special education teachers or the programs as a whole, but because I wasn't aware of all the fantastic resources these programs provide to students.  There is so much more to special education than what you remember from school.  Here to share more about how special education programs can help students with a range of learning difficulties is Caitlin McLarnon. Caitlin is a nationally certified school psychologist who has spent the majority of her career at the elementary level in Connecticut but has also worked in New York City with children of all ages. In addition to running special education meetings, she has also been on the other side of the table as a parent, as her oldest had an IEP.  In this episode, we discuss:  What is tiered instruction?  Different types of intervention plans and what they entail.  What to do if you feel your child has an auditory or visual processing concern. How a planning and placement team meeting will set you and your child up for success. Resources:  Sold a Story Podcast with Emily Hanford - https://features.apmreports.org/sold-a-story/ Connect with Caitlin on LinkedIn: https://www.linkedin.com/in/caitlin-mclarnon-rechi-0b54596a/ Discount Codes from Our Sponsors: Navy Hair Care Shampoo + Conditioner: use code LYNZY for 30% off - https://bit.ly/3ABupeN Navy Hair Care Charcoal Mask: use code LYNZY for 30% off - https://bit.ly/2USHdNC Mosh Energy Bars - https://www.moshlife.com/LYNZY: use code LYNZY to save 20% off plus free shipping on your first 6ct trial pack  Questions: What are all the different sections of special education that a child might need resources for? What are some things we might see in our kids that might give us an inkling that we might need to take next steps? Is tiered support the same in all schools or does it vary? What is after tiered support if more action is needed? How long should a child be in tiered support? How long does a school have from the initial PPT meeting to complete the evaluation and get back with the parents? What are the differences between an intervention plan, a 504 plan and an IEP?  How can I make sure that my child is being tested for the right things? What should we expect as parents as far as follow up? What can you do as a parent if you don't think the plan set in place is enough for your child? If you have a specific concern for your child what is the earliest you can have them evaluated? Are services ever offered outside of the school day? Learn more about your ad choices. Visit megaphone.fm/adchoices

Prof. Albert Cheng of the University of Arkansas and Alisha Searcy interview journalist Emily Hanford, host of the hit podcast Sold a Story: How Teaching Kids to Read Went So Wrong. Ms. Hanford discusses how she became interested in the science of reading, the growing consensus around phonics as the best way to teach children […]

Prof. Albert Cheng of the University of Arkansas and Alisha Searcy interview journalist Emily Hanford, host of the hit podcast Sold a Story: How Teaching Kids to Read Went So Wrong. Ms. Hanford discusses how she became interested in the science of reading, the growing consensus around phonics as the best way to teach children to read, the impact of the digital age on learning... Source

Whether you are a loyal All for Literacy listener or tuning in for the first time, Episode 11 is for you. In this podcast episode, host Dr. Liz Brooke journeys through season one of All For Literacy, recapping insight and common threads discussed with key industry voices.  Liz shares highlights from discussions with Emily Hanford, Kareem Weaver, Dr. Kymyona Burke, Dr. Shayne Piasta, and other valued guests while providing further conclusions and food for thought.  This episode covers the relationship between the pandemic and literacy levels, literacy as a civil right, integrating technology to empower educators, educational policy, multilingualism, differentiated literacy needs, research-based practices, and other related topics.  Catch up on what you missed before next season or to deepen your understanding of what you have learned all year. Tune in to relive the premiere season of All For Literacy and set the stage for 2024!   Episode Breakdown  (01:36) – Emily Hanford and what the pandemic taught us about learning to read (04:39) – Kareem Weaver: Literacy is a civil right (08:46) – Carl Hooker: Informed, empowered and equipped teachers are key (11:14) – Trisha DiFazio and Allison Roeser: Social Emotional Learning is the plate  (14:34) – Dr. Kymyona Burke: Relationships and accountability (17:40) – Dr. Claude Goldenberg: The Reading Wars are damaging for our schools (22:50) – Dr. Tiffany Hogan: Identification, Intervention, and Implementation  (27:25) – Dr. Maryanne Wolf: Neuroscience and Dyslexia (30:12) – Dr. Shayne Piasta: Bringing research to the classroom   About Dr. Liz Brooke  Dr. Liz Brooke is the chief learning officer at Lexia®. She is a lifelong learner dedicated to empowering literacy educators and supporting students. Before joining Lexia, she worked at Rosetta Stone, the Florida Center for Reading Research, and as a speech-language pathologist.    Mentioned in this Episode Find all the episodes mentioned at AllForLiteracy.com Liz Brooke, Twitter @LizCBrooke Emily Hanford, Twitter @ehanford Tiffany Hogan, Twitter @TiffanyPHogan Kareem Weaver, Twitter @KJWinEducation Trisha DiFazio, Twitter @TrishaDifazio Allison Roeser, Twitter @AllisonRoeser Dr. Kymyona Burk, Twitter, @kymyona_burk Dr. Tiffany Hogan, Twitter @tiffanyphogan Dr. Maryanne Wolf, Twitter @MaryanneWolf_ APM Reports — “Sold A Story: How Teaching Kids to Read Went So Wrong” FULCRUM-Oakland Mississippi's Literacy-Based Promotion Act   Join our community of listeners and never miss an episode at  All For Literacy today!

Metro Transit says it's getting tough on fare evasion, starting Monday. Why now? We talked to general manager Lesley Kandaras about efforts to boost enforcement -- and ridership -- on metro buses and trains. Some Minnesota schools are already using new reading tools that will be required by law. We talked to Catharine Richert -- a reporter and parent in Rochester -- about what she's hearing, along with Emily Hanford, host of the podcast that helped cause the change in curriculum. Feeling stressed? We learned about the science of forest bathing and a new study on its potential to help kids with their mental health. We checked in with a Minnesota blogger about what holiday pop-ups there are to see this season.

If you have young kids in your life, you may have noticed that they're learning to read in ways that are different than the way your learn.That's because Minnesota legislators recently passed a historic law that requires schools to adopt a new reading curriculum — all with the goal of closing Minnesota's vast reading gap.In Rochester's public schools, some of these tools are already in use. MPR News reporter Catharine Richert reported the story, and discussed it with MPR News host Cathy Wurzer and Emily Hanford of APM Reports, where she hosted and led production of the podcast Sold a Story.Use the audio player above to listen to the full conversation.Subscribe to the Minnesota Now podcast on Apple Podcasts, Google Podcasts, Spotify or wherever you get your podcasts.  We attempt to make transcripts for Minnesota Now available the next business day after a broadcast. When ready they will appear here. 

In this episode, Tudor speaks with Emily Hanford, senior education correspondent at American Public Media, about the challenges in teaching children to read. Hanford discusses the ineffective strategies being used in schools, the historical debate over phonics instruction, and the complexity of the English language. She emphasizes the importance of understanding the science of reading and the need for better teacher training. Hanford also touches on the Matthew effect, legislative actions to improve reading instruction, and the role of politics in education. The Tudor Dixon Podcast is part of the Clay Travis & Buck Sexton Podcast Network - new episodes debut every Monday, Wednesday, & Friday. For more information visit TudorDixonPodcast.comFollow Clay & Buck on YouTube: https://www.youtube.com/c/clayandbuckSee omnystudio.com/listener for privacy information.

In this episode, Tudor speaks with Emily Hanford, senior education correspondent at American Public Media, about the challenges in teaching children to read. Hanford discusses the ineffective strategies being used in schools, the historical debate over phonics instruction, and the complexity of the English language. She emphasizes the importance of understanding the science of reading and the need for better teacher training. Hanford also touches on the Matthew effect, legislative actions to improve reading instruction, and the role of politics in education. The Tudor Dixon Podcast is part of the Clay Travis & Buck Sexton Podcast Network - new episodes debut every Monday, Wednesday, & Friday. For more information visit TudorDixonPodcast.comSee omnystudio.com/listener for privacy information.

In this episode, Tudor speaks with Emily Hanford, senior education correspondent at American Public Media, about the challenges in teaching children to read. Hanford discusses the ineffective strategies being used in schools, the historical debate over phonics instruction, and the complexity of the English language. She emphasizes the importance of understanding the science of reading and the need for better teacher training. Hanford also touches on the Matthew effect, legislative actions to improve reading instruction, and the role of politics in education. The Tudor Dixon Podcast is part of the Clay Travis & Buck Sexton Podcast Network - new episodes debut every Monday, Wednesday, & Friday. For more information visit TudorDixonPodcast.comSee omnystudio.com/listener for privacy information.

Corinne Adams' son Charlie came home from school with notes from his teacher saying he was doing great in reading. But during the pandemic, Adams had to give him a reading test at home, and she realized her son couldn't read. He'd been memorizing books that were read to him, but he didn't know how to read new words he'd never seen before.  It's a surprisingly common story. And kids who aren't on track by the end of first grade are in danger of never becoming good readers. Two-thirds of fourth graders in the United States are not proficient readers. The problem is even worse when you look beyond the average and focus on specific groups of children: 83% of Black fourth graders don't read proficiently.    American Public Media reporter Emily Hanford digs into a flawed theory that has shaped reading instruction for decades. The theory is that children can learn to read without learning how to sound out words, because there are other strategies they can use to figure out what the words say – strategies like “look at the picture” or “think of a word that makes sense.” But research by cognitive scientists has demonstrated that readers need to know how to sound out words. And some teacher training programs still emphasize the debunked theory, including books and classroom materials that are popular around the world.  Hanford looks at the work of several authors who are published by the same educational publishing company. One, Lucy Calkins, is a rock star among teachers. Her books and training programs have been wildly popular. Calkins has now decided to rewrite her curriculum in response to “the science of reading.” But other authors are sticking to the idea that children can use other strategies to figure out the words.  This is an update of an episode that originally aired in February 2023. Since then, Teachers College at Columbia University announced that the teacher training project founded by Calkins would be “dissolved.” The word “dissolved” was later removed from the statement, and the college instead characterized the move as a “transition” to ensure its “programs are informed by the latest research and evidence.” Since Sold a Story was first released, at least 22 states have introduced bills to overhaul reading instruction, and several have banned curricula that include cueing strategies.

140: I'm so honored that journalist Emily Hanford joined me on the podcast! It was her article "At a Loss for Words" that finally led me to rethink balanced literacy and begin learning about the science of reading. This episode will help you understand why some teachers are so resistant to learning about the science of reading - and Emily's work will help you start the conversation.Click here for the show notes from this episode.

Decades of cognitive science research has shown that children need to be taught to sound out words in order to read. But school districts across the country often ignore or sideline that research in early grades, according to education reporter Emily Hanford, who says that's one reason that more than 60% of U.S. fourth graders aren't proficient readers. Hanford's six-part podcast “Sold a Story,” released late last year by American Public Media, is being cited in newly proposed legislation across the U.S. aimed to address the problem. We talk to Hanford about what's wrong with the way we teach kids to read and what can be done to improve literacy in California and nationwide.

It's been one year since the Dobbs decision that overturned Roe v. Wade. We look back at some of the stories shared as part of NPR's Days & Weeks series. Creator of the series NPR's Selena Simmons-Duffi joins us. And, research shows that current methods of teaching children how to read aren't as effective as they could be. But changing teaching practices has become a battleground in some states. Emily Hanford, a reporter for American Public Media, joins us. Then, father and son duo Maurice and Ezra Poplar join us. They came up with the idea of a travel podcast for kids after inventing stories about a group of rabbits in their California neighborhood. The podcast is called "BunnAmigos," and its second season begins soon.

For decades, American schools have taught reading with an approach that doesn't work very well. Emily Hanford of the podcast “Sold a Story: How Teaching Kids to Read Went So Wrong” explains how things are starting to change. This episode was produced by Miles Bryan, edited by Matt Collette, fact-checked by Laura Bullard and Victoria Chamberlin, engineered by Michael Raphael, and hosted by Noel King. We're taking Monday off for Juneteenth and will be back with a new episode on Tuesday, June 20. Transcript at vox.com/todayexplained Support Today, Explained by making a financial contribution to Vox! bit.ly/givepodcasts Learn more about your ad choices. Visit podcastchoices.com/adchoices

Emily Hanford is a senior correspondent and producer for American Public Media and the 2023 George W. Bush Institute Citation recipient for her coverage of our Nation's reading crisis.  She joined host Andrew Kaufmann and the Bush Institute's Justine Taylor-Raymond at the Forum on Leadership to discuss her reporting, how she started in journalism, and what she's uncovered about how kids learn to read.  Hear more from Emily on the science of reading, why kids receiving quality reading instruction is essential, and what she's reading right now on The Strategerist.Related content:Forum on LeadershipSold a Story: How Teaching Kids to Read Went So Wrong

Reading is your one-way ticket to adventure! You can ride fire-breathing dragons, explore outer space, or even save the world – all within the pages of a book. But have you ever wondered how we learn to read? And why it can sometimes feel hard to do? Molly and co-host Anna talk to American Public Media reporter Emily Hanford, host of the podcast Sold a Story, about how some teaching techniques make it harder to learn how to read. Plus tips on how to become a rockstar reader and a brand-new Mystery Sound! This episode was sponsored by: Liquid I.V. (LiquidIV.com - Use code BRAINS at checkout to receive 20% off anything you order when you order.) Indeed (Indeed.com/BRAINS - Terms and conditions apply. Cost per application pricing not available for everyone.) Buy A Toyota (BuyAToyota.com - Explore Toyota SUVs.) *****Do you have your Smarty Pass yet?? Get yours today for just $4/month (or $36/year) and get bonus episodes every month, and ad-free versions of every episode of Brains On, Smash Boom Best, Moment of Um, and Forever Ago. Visit www.smartypass.org to get your Smarty Pass today!

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 August 2020, host Emily Hanford shows that America's approach to reading instruction is having an especially devastating impact on children of color.Read more: Children of color are far less likely to get the help they needSupport this show: Donate to APM Reports

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 that way. In this documentary, originally published in August 2019, host Emily Hanford reveals that many kids are being taught the habits of struggling readers. Winner of a Gracie Award and finalist for an EWA Public Service Award.  Read more: How a flawed idea is teaching millions of kids to be poor readersSupport this show: Donate to APM Reports

Emily Hanford, host of one of 2022's best podcasts, Sold A Story, is here to discuss her deep reporting and well-told (if disturbing) documentation about how the way we've taught kids to read in this country is all wrong … and we haven't done anything about it for decades. Plus, an orgy of celebrity becomes white noise in Super Bowl commercials. And so many weird floating objects, so few answers beyond those supplied by F-22 Raptors. Produced by Joel Patterson and Corey Wara Email us at thegist@mikepesca.com To advertise on the show, visit: https://advertisecast.com/TheGist Pesca Profundities | Mike Pesca | Substack Learn more about your ad choices. Visit podcastchoices.com/adchoices

Corinne Adams' son Charlie came home from school  with notes from his teacher saying he was doing great in reading. He seemed to be able to read the little books he was getting at school. But during the pandemic, Corinne had to give him a reading test at home, and she realized her son couldn't read. He'd been memorizing books that were read to him but he didn't know how to read new words he'd never seen before. Corinne decided to teach him herself. It's a surprisingly common story. And kids who aren't on track by the end of first grade are in danger of never becoming good readers. Two thirds of fourth graders in the United States are not proficient readers. The problem is even worse when you look beyond the average and focus on specific groups of children: 83% of Black fourth graders don't read proficiently. American Public Media reporter Emily Hanford digs into a flawed theory that has shaped reading instruction  for decades. The theory is that children can learn to read without learning how to sound out words, because there are other strategies they can use to figure out what the words say. Strategies like “look at the picture” or “think of a word that makes sense.” Research by cognitive scientists has demonstrated that readers need to know how to sound out words. But some teacher training programs still emphasize this debunked theory, including books and classroom materials that are popular around the world. Scientists say these strategies are teaching children the habits of struggling readers. Kids learn to skip letters and words and struggle to understand what they're reading. Hanford looks at the work of several authors who are all published by the same educational publishing company. One, Lucy Calkins, is a “rock star” among teachers. Her books and training programs are wildly popular. Calkins has now decided to rewrite her curriculum in response to “the science of reading.” But other authors are sticking to the idea that children can use other strategies to figure out the words.  Their teaching materials are in classrooms all over the country. Reporter Christopher Peak also contributed to this story. Support Reveal's journalism at Revealnews.org/donatenow Subscribe to our weekly newsletter to get the scoop on new episodes at Revealnews.org/weekly Connect with us on Twitter, Facebook and Instagram

For many parents, the last few years have been eye-opening, as they saw the education system in America crumble under the weight of the pandemic. School closures that went on far too long, ineffective zoom school for kids as young as kindergarten, and other stringent policies that we're still just beginning to understand the devastating effects of. But like many things during the pandemic, COVID didn't necessarily cause these structural breakdowns as much as it exposed just how broken the system was to begin with.  Nowhere is that more clear than in our episode today about why 65% of American fourth grade kids can barely read. And about how during the pandemic, parents, for the first time, came face to face with just how bad and ineffective the reading instruction in their kids' classrooms is and started asking questions about why. That is the subject of Emily Hanford's new podcast from American Public Media, Sold a Story, where she investigates the influential education authors who have promoted a flawed idea and a failed method for teaching reading to American kids. It's an expose of how educators across the country came to believe in something that isn't true and are now reckoning with the consequences – children harmed, money wasted, an education system upended.  Today, guest host Katie Herzog talks to Emily about her groundbreaking reporting and what we can do to make things right.  Learn more about your ad choices. Visit megaphone.fm/adchoices