Hiebert, E. H. October 2023 issue of Kappan, Vol. 105, No. 2, pp. 37-41.

This article outlines the importance of using evidence-based reading practices in classrooms. The author identifies and clearly illustrates with examples, three categories of evidence: research that provides unequivocal conclusions; research that holds promise for solving enduring problems and research that calls into question long standing assumptions. Knowledge gained from engaging with the article will raise educator’s and policy maker’s awareness of what research does and does not reveal. The key message is that educators and policy makers must be aware of the depth and breadth of research on reading; the complexities of classrooms; and the diverse range of learners, meaning answers are neither simple nor easily translated to practice.

Keywords: Science of reading  Reading research  Reading

Touchstones: 1, 7, 9

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