“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.

Can same-language subtitles help children learn to read? Maybe, but only if children look at them.

The ability to read opens up worlds. Reading enables children to progress into post-primary education and provides the basis for lifelong...