View in EDS PDF Full Text

How to Be the Next Emily Hanford: Journalism has driven a generational shift in how reading is taught. Similar stories are waiting to be told.

Saved in:
Bibliographic Details
Title: How to Be the Next Emily Hanford: Journalism has driven a generational shift in how reading is taught. Similar stories are waiting to be told.
Authors: PONDISCIO, ROBERT1, FLETCHER, RILEY2
Source: Education Next. Summer2024, Vol. 24 Issue 3, p14-20. 7p.
Subject Terms: *Scholarships, *Reading comprehension, *Teachers, *Education policy, *College teachers, Journalism
Abstract: This text discusses the impact of Emily Hanford's investigative reporting on reading instruction in American schools. Hanford's work, particularly her documentaries "Hard Words" and "Sold a Story," shed light on the ineffective instructional practices that had replaced phonics-based lessons in elementary schools. Her reporting sparked a public-policy response, leading to legislation aimed at changing classroom practices in 45 states and the District of Columbia. The text also highlights the need for education journalists to have access to classrooms and resources to conduct in-depth investigative reporting on curriculum and instruction. It suggests that reporters should focus on other pedagogical issues, such as reading comprehension, and challenge prevailing assumptions about culturally responsive curriculum. The text concludes by emphasizing the importance of skepticism and a wider network of sources in education reporting. [Extracted from the article]
Copyright of Education Next is the property of Education Next Institute and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 178525149
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: How to Be the Next Emily Hanford: Journalism has driven a generational shift in how reading is taught. Similar stories are waiting to be told.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22PONDISCIO%2C+ROBERT%22">PONDISCIO, ROBERT</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22FLETCHER%2C+RILEY%22">FLETCHER, RILEY</searchLink><relatesTo>2</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Education+Next%22">Education Next</searchLink>. Summer2024, Vol. 24 Issue 3, p14-20. 7p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Scholarships%22">Scholarships</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Journalism%22">Journalism</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This text discusses the impact of Emily Hanford's investigative reporting on reading instruction in American schools. Hanford's work, particularly her documentaries "Hard Words" and "Sold a Story," shed light on the ineffective instructional practices that had replaced phonics-based lessons in elementary schools. Her reporting sparked a public-policy response, leading to legislation aimed at changing classroom practices in 45 states and the District of Columbia. The text also highlights the need for education journalists to have access to classrooms and resources to conduct in-depth investigative reporting on curriculum and instruction. It suggests that reporters should focus on other pedagogical issues, such as reading comprehension, and challenge prevailing assumptions about culturally responsive curriculum. The text concludes by emphasizing the importance of skepticism and a wider network of sources in education reporting. [Extracted from the article]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Education Next is the property of Education Next Institute and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178525149
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 14
    Subjects:
      – SubjectFull: Scholarships
        Type: general
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Education policy
        Type: general
      – SubjectFull: College teachers
        Type: general
      – SubjectFull: Journalism
        Type: general
    Titles:
      – TitleFull: How to Be the Next Emily Hanford: Journalism has driven a generational shift in how reading is taught. Similar stories are waiting to be told.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: PONDISCIO, ROBERT
      – PersonEntity:
          Name:
            NameFull: FLETCHER, RILEY
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Summer2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 15399664
          Numbering:
            – Type: volume
              Value: 24
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Education Next
              Type: main
ResultId 1