“Although reading science is highly relevant to learning in the classroom setting, it does not yet speak to what to teach, when, how, and for whom at a level that is useful for teachers.” (Seidenberg et al., 2020) This observation captures one of the central challenges facing literacy education today. Teachers are increasingly encouraged to draw on evidence from the reading sciences and cognitive psychology, yet translating research findings into practical classroom decisions

What if improving children’s reading were as simple as turning on the subtitles? We examine the main myths promoted by TOTS and repeated in the media.

A key part of becoming a skilled reader is understanding how words are built — that is, how small parts of words that carry meaning come...