After ‘Sold a Story,’ what comes next?
For Schwartz, the first step is figuring out what’s actually happening in classrooms, which may vary by school or even within a single building.
Many districts don’t have a single reading program. Even if they do, teachers vary widely in how they implement it. Sometimes, there are differences and conflicts even within a school.
“It’s important to watch what kids and teachers are actually doing and ask teachers why they’re making the choices they’re making,” says Schwartz.
“It’s important to watch what kids and teachers are actually doing and ask teachers why they’re making the choices they’re making,” says Schwartz.
#Find an alternative to the “reading wars” focus
How well or poorly a program is being implemented is the bottom line for reporting a reading story, agrees McLaren.
“If, at the end of the day, Science of Reading isn’t being implemented with fidelity, where does that leave kids?”
Superficial or ineffective changes to reading instruction shouldn’t go unnoticed in the clamor to “fix” literacy instruction.
McLaren also recommends that reporters not “waste too much time” on the reading wars narrative.
“Sure, you need to touch on it – but it doesn’t need to be the thrust of your story,” notes McLaren. “It’s been done. A lot. Going back decades. And where has that gotten us?”
As an alternative, McLaren recommends reporters focus their reporting and writing on the people affected by poor reading instruction and tell their stories.
“The more we can put a human face to the problem, I believe the more impact we can have as journalists.”
