In The Dark: Presenting “Sold a Story” – A Detailed Summary

Released on November 19, 2024, "In The Dark" by The New Yorker dives deep into the pervasive issues surrounding reading instruction in American schools through its special episode, “Sold a Story,” produced by Emily Hanford of American Public Media.

Introduction

In this episode, host Madeleine Baran introduces listeners to Emily Hanford’s investigative podcast, "Sold a Story." Hanford explores the alarming shortcomings in the way children across the United States are taught to read, uncovering systemic failures that have left a significant portion of students struggling with literacy.

Investigative Findings on Reading Instruction

Emily Hanford begins by highlighting the critical issue: “Kids are not being taught how to read because for decades, teachers have been sold an idea about reading and how children learn to do it. And that idea is wrong” (05:43). She explains that despite a substantial body of scientific research advocating for specific reading skills, many schools have neglected these methods, opting instead for outdated and ineffective teaching strategies.

Personal Accounts: Corinne Adams

Hanford shares the story of Corinne Adams from South Kingstown, Rhode Island, whose son, Charlie, struggled with reading due to flawed instructional methods. Corinne recounts her frustration:

“This isn't how we learned how to read. Like, meaning me and her. And I just, like, kept, like, nagging at me, like, in the back of my mind, like, this. This isn't how we did it, right? Like, this can't be right.” (13:01)

Charlie’s challenges became evident during the COVID-19 pandemic when remote learning exposed the deficiencies in his reading education. Corinne discovered that Charlie was unable to decode words effectively, leading her to take matters into her own hands.

Personal Accounts: Lee Gaul

Similarly, Lee Gaul from New York City shared her experiences with her daughter, Zoe. Lee observed:

“They weren't reading. They were doing what the teachers told them, and they were just guessing. I mean, there's no two ways about it. They were guessing, and I just thought, like, okay, well, eventually they guessed their way into being able to read, I'm assuming.” (18:14)

Zoe exhibited significant reading difficulties, often substituting incorrect words, which hindered her comprehension and overall literacy development. Frustrated by the lack of progress, Lee decided to intervene directly, employing decodable books to teach Zoe phonics effectively.

Systemic Issues: Publishing Influence

Hanford’s investigation reveals that a particular publishing company and its four top authors have been instrumental in perpetuating flawed reading instruction methodologies. These influential figures sold a misleading narrative about reading education, leading teachers across the nation to adopt ineffective practices. Corinne Adams reflects on the impact:

“That was like such a messed up way to have a public school system in this country. Public school should be like this sacred trust. I'm going to give you my child and you're going to teach him how to read. And that shattered. For me, that was broken.” (31:44)

These authors and the publishing company profited by promoting these misguided strategies, unaware or indifferent to the detrimental effects on students’ literacy.

Broader Impact and Statistics

The episode underscores the extensive ramifications of inadequate reading instruction:

• 65% of fourth graders in the U.S. are not proficient readers.
• 82% of Black fourth graders are not proficient readers, a staggering statistic that highlights racial disparities in education (30:28).

Hanford emphasizes that the issue is not confined to underprivileged communities; even in affluent areas like the Upper East Side of Manhattan, students like Zoe are struggling due to systemic failures.

Conclusion

“Sold a Story” uncovers a critical flaw in the American education system: the persistent failure to provide effective reading instruction. Through meticulous investigation and heartfelt personal stories, Emily Hanford illustrates how entrenched misinformation and systemic negligence have left millions of children ill-equipped to read proficiently. The episode calls for immediate reform and greater adherence to scientifically-backed reading methodologies to ensure that every child has the opportunity to become a proficient reader.

Notable Quotes:

• Emily Hanford (05:43): “Kids are not being taught how to read because for decades, teachers have been sold an idea about reading and how children learn to do it. And that idea is wrong.”

• Corinne Adams (13:01): “This isn't how we learned how to read. Like, meaning me and her. And I just, like, kept, like, nagging at me, like, in the back of my mind, like, this. This isn't how we did it, right? Like, this can't be right.”

• Lee Gaul (18:14): “They weren't reading. They were doing what the teachers told them, and they were just guessing. I mean, there's no two ways about it. They were guessing, and I just thought, like, okay, well, eventually they guessed their way into being able to read, I'm assuming.”

• Corinne Adams (31:44): “That was like such a messed up way to have a public school system in this country. Public school should be like this sacred trust. I'm going to give you my child and you're going to teach him how to read. And that shattered. For me, that was broken.”

For those interested in the full exploration of this critical issue, "Sold a Story" is available on podcast platforms and at soldastory.org.