Podcast Summary: "Sold a Story"
Episode: What the Words Say
Host: Emily Hanford
Release Date: April 6, 2023

Introduction

In the episode titled "What the Words Say" from the podcast Sold a Story by APM Reports, host Emily Hanford delves deep into the pervasive issue of poor reading proficiency among millions of children in the United States. Hanford investigates the disconnect between established scientific research on reading acquisition and the actual teaching practices employed in many schools. She uncovers how political influences and flawed educational policies have perpetuated ineffective reading instruction, contributing to a crisis that disproportionately affects low-income and minority students.

Visiting the Burnett Baland Rehabilitation Center

The episode opens with Hanford recounting her visit to the Burnett Baland Rehabilitation Center (BBRC) in Houston, a juvenile detention facility housing boys as young as ten. Here, she observes firsthand how reading struggles are intertwined with delinquent behavior and future incarceration.

• Tour of BBRC:
  [00:59] Assistant Administrator Jennifer Hunley explains the facility's structure, where boys receive treatment and education before and after court adjudication.

• Meeting DeShawn:
  [02:26] DeShawn, a 17-year-old inmate, shares his experiences with tutoring aimed at improving his reading skills. He states, “Making and keeping friends can be hard, can be hard work. We can do many things to help keep our friendship strong. We can cheer our friends on” ([02:16]), highlighting his broader understanding gained through the lessons.

The Reading Crisis and Its Consequences

Hanford sheds light on the alarming statistics and personal stories that underscore the severity of the reading crisis:

• Struggling Readers in the Juvenile System:
  Many juveniles in facilities like BBRC read at or below a third-grade level. Lesley Hart of the University of Houston points out, “A lot of them have learning disabilities that were never identified” ([03:19]).

• Impact on Behavior and Future:
  Henry Gonzalez, former assistant executive director of the juvenile probation department, correlates poor reading skills with behavioral issues, stating, “I don’t know how to read, and I don’t want everyone to know about that. But I know how to make you laugh, therefore I’m going to be the class clown” ([03:46]).

• Long-Term Outcomes:
  Research indicates that nearly half of juveniles in detention transition to adult prisons by age 25 ([04:30]), emphasizing the critical need for effective reading instruction as a preventive measure.

Systemic Failures in Reading Education

Hanford explores the broader educational system's shortcomings in addressing reading difficulties:

• The Simple View of Reading:
  Linguist Wes Hoover explains the "Simple View of Reading," which posits that reading comprehension hinges on two components: language comprehension and word recognition ([15:45]). This model has been validated by over 150 studies since its inception.

• Inadequate Teacher Training:
  Many educators lack training in the science of reading. Lisa Flute, a reading specialist in Harrisburg, admits, “I didn’t learn about the science of reading in my preparation to be a teacher” ([30:39]), acknowledging the gap between research and practice.

• Policy Barriers:
  Federal policies inadvertently hinder the identification and support of struggling readers, particularly among low-income and minority students. Paul Morgan, a Penn State professor, notes, “We hear from teachers that they have been told not to refer any more children of color, that they’re already at their threshold” ([38:17]).

Personal Stories Highlighting the Crisis

The episode features poignant personal narratives that illustrate the human cost of inadequate reading instruction:

• Sonya Thomas and Her Son CJ:
  Sonya recounts her son's long struggle with reading, rooted in the school's failure to provide appropriate support. Despite early signs and her pleas for evaluation ([11:56]), CJ remained on a second-grade reading level by seventh grade, leading to his incarceration.

  • Emotional Toll:
    Sonya expresses her frustration and determination: “I didn’t get to meet CJ in person. The coronavirus abruptly canceled travel while I was reporting this story” ([42:07]), underscoring systemic neglect.

• Veisha Hawkins and the Propel Movement:
  Hawkins, a former school system insider, co-founded Propel to advocate for better reading instruction. She emphasizes the urgency for systemic change: “We should be able to expect that a kid goes to school and learn to read, if nothing else” ([15:06]).

• CJ's Academic Records Reviewed by Zach Barnes:
  Zach Barnes, a special education professor, examines CJ's records and highlights the inconsistency and lack of proper evaluation ([44:17]). He offers to assist Sonya in obtaining a comprehensive evaluation, reflecting the systemic barriers parents face.

Cognitive Research and Its Implications

The podcast delves into cognitive science research that has long informed effective reading instruction:

• Wes Hoover’s Insights:
  Hoover explains how early decoding skills are crucial for developing comprehensive reading abilities. He discusses "Matthew effects," where initial reading proficiency leads to greater reading engagement and further skill development ([22:44]).

• Influence of Socioeconomic Status:
  Hanford highlights that children from higher-income families often have more opportunities to build language comprehension skills, giving them an advantage in reading comprehension ([30:10]). This disparity exacerbates the reading proficiency gap.

• Dialect and Language Barriers:
  Julie Washington's research on African American English (AAE) reveals that children who speak AAE at home may face additional challenges in reading if instruction does not account for dialect differences ([34:00]).

Demonstrations and Teacher Training Failures

Through a simulated classroom exercise led by Michael Hunter, Hanford illustrates the shortcomings in current reading instruction methods:

• Decoding vs. Comprehension:
  Teachers attempt to read passages with varying levels of nonsense words to demonstrate how decoding skills impact comprehension. Participants struggle with passages loaded with unfamiliar words, highlighting the necessity of phonics-based instruction.

• Educator Reflections:
  Lisa Flute acknowledges her previous misconceptions: “What she didn’t understand is how kids get to meaning” ([27:27]), illustrating the transformative potential of understanding the Simple View of Reading.

Policy and Advocacy

The episode underscores the need for policy reforms and increased advocacy to address the reading crisis:

• Special Education Limitations:
  The current federal definition of learning disabilities excludes children whose reading difficulties stem from economic disadvantage, disproportionately affecting minority students ([35:37]).

• Advocacy Efforts:
  Sonya Thomas and Veisha Hawkins spearhead movements demanding better reading instruction and systemic accountability, aiming to ensure that all children receive the support they need to become proficient readers.

Conclusion and Call to Action

Emily Hanford concludes by emphasizing that the reading crisis is not merely a matter of individual learning disabilities or socioeconomic challenges but a systemic failure rooted in outdated educational practices and policies. She advocates for a widespread movement of parental advocacy to demand evidence-based reading instruction that aligns with cognitive science research.

• Final Thoughts from Phil Gough:
  Gough articulates the enduring complexity of reading acquisition: “The statistically average child, normally endowed and normally taught, learns to read only with considerable difficulty. He does not learn to read naturally” ([49:53]).

• Emily’s Closing Remarks:
  Hanford calls for collective action, urging listeners to support movements like Propel and to advocate for reforms that prioritize effective reading instruction for all children.

Notable Quotes with Timestamps

• Jennifer Hunley on BBRC:
  “Nobody has dyslexia in a poor school. In the face of a population where eight and a half out of 10 are struggling with reading, who has a reading disability? The answer is we have no idea.” ([25:34])

• DeShawn on Learning Reading:
  “I never got a chance to meet CJ in person… Could you sound them out and say the words and then you didn't know what they meant, or did you have a hard time just sounding them out? Both.” ([42:05])

• Paul Morgan on Special Education:
  “Too often I think parents have to fight. And when the school says no, there's not much of a recourse for the parents to engage in, short of legal action, which is very costly.” ([38:09])

• Sonya Thomas on Her Mission:
  “Why isn’t everyone in this country angry like me? Why are they not losing sleep? It’s unacceptable for children to not have a chance right off the bat and I'm not gonna let anybody sleep. We are not gonna let anybody sleep until we have changed and changed for the better for all children.” ([50:46])

Key Takeaways

1. Systemic Shortcomings:
   The educational system often fails to implement evidence-based reading instruction, leaving millions of children, especially from low-income and minority backgrounds, without the necessary skills to read proficiently.

2. Impact on Juvenile Justice:
   Poor reading skills are closely linked to behavioral issues and increased likelihood of incarceration, creating a vicious cycle that is difficult to break without effective interventions.

3. Cognitive Science Insights:
   Understanding the Simple View of Reading is crucial for developing effective teaching strategies that address both word recognition and language comprehension.

4. Policy Reform Needed:
   Current policies inadvertently exclude many struggling readers from receiving special education services, necessitating a reevaluation to ensure equitable access to support.

5. Parental Advocacy Essential:
   Movements like Propel demonstrate the power of parental advocacy in driving systemic change and ensuring that all children have the opportunity to become proficient readers.

Further Resources

For those interested in exploring more about the Simple View of Reading and related research, visit APM Reports' Special Collections. Additionally, the podcast Educate offers extensive coverage on educational topics, including the science of reading.

Support for APM Reports: Spencer Foundation, Lumina Foundation, and the Hollyhock Foundation.

Produced by:
Emily Hanford
Edited by Katherine Winter
Research and Production Assistance: Sabi Robinson and John Hernandez
Associate Producer: Alex Bomhardt
Web Editors: Dave Mann and Andy Cruz
Final Mix: Chris Julen and Craig Thorson
Fact Checking: Betsy Towner Levine
APM Reports Team: Sasha Aslanian and Lauren Humper
Editor in Chief: Chris Worthington
Special Thanks to: Stephen Smith and Shelley Lankford