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.

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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]
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Database:	Education Research Complete

Description
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]
ISSN:	15399664