“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, those of us interested in how children are taught to read woke up to dramatic headlines that England’s approach is “failing...