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[quote=Anonymous][quote=Anonymous]Can you explain this a little bit more. The link takes you to A page that you can only read if you sign up for the new York times.[/quote]
NP here.  I cannot link to the article so I will try to answer your question.

Lucy Calkins was never an expert on reading.  She got into the field by way of her writing program, which was influenced by a workshop-based approach she observed in progressive English schools.  As I observe it, she let the philosophy - not the science - dictate the curriculum content she produced.  She was quoted at a conference Q&A once saying that she was skeptical that dyslexia existed.  She used the Ken Goodman's "three cueing system," which encouraged young students to look at context and the pictures, etc. to tackle unfamiliar words, rather than "sounding them out".  Goodman's work has essentially been superseded by about 25 years of neuroscience and other reading research.  Lucy's philosophy included a print-rich environment and developing a love of reading through giving students choices and interesting texts.  Her detractors argue that in fact, ignoring reading science (including, but not limited to phonics) leads to lower outcomes later on, less love of reading, and diminished ability to read complex texts.

In the NYT piece, she admits that she was wrong to discount so much reading research for so many years. If you're interested in three-cueing, here's an article with more info.  https://www.edweek.org/teaching-learning/is-this-the-end-of-three-cueing/2020/12  Lucy's influence in MCPS is more indirect than direct.  Some schools use her writing workshop, which has a similar feel: exciting and rich for kids who pick up skills "by osmosis" but insufficient for the majority who need to be explicitly taught.  If you look, you can still see evidence of three cueing in MCPS.  It's found in the Fountas & Pinnell system that the county uses to determine students' "reading level".  [/quote]

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