“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

Last week, Perspectives on Psychological Science published an article that left me mystified, hardly knowing where to begin. In “The...