In the pre-pandemic world that seems much further in the past than it is, I traveled from South Carolina to Milwaukee in February of 2020 to speak at the Wisconsin State Reading Association (WSRA) annual convention.
My public work had been dominated by refuting the “science of reading” movement for more than a year at that point—including having a book in press on the “science of reading” as another version of the Reading War—so I arrived in Milwaukee a bit apprehensive about how I would be received.
My session was well attended by an energetic crowd of teachers who seemed eager to engage in why the “science of reading” movement was misguided, but I also encountered another distinct frustration among teachers I had not anticipated.
A significant part of the “science of reading” agenda has been to attack popular reading reading programs, notably programs associated with Lucy Calkins and Teachers College (see here and here, for example).
As I interrogated and discounted many aspects of the “science of reading” agendas, the attendees were supportive of my analysis, but teachers often expressed very negative experiences with Calkins’s programs, the third most CONTINUE READING: Media “Experts” + Parental Zeal + Political Knee-jerk Legislation + Market Forces = Failing Reading, Again – radical eyes for equity
