| Abstract: | Although educators may teach well without knowledge of scientific research, students obtain greater benefits from knowledgeable teachers who ensure that scientific research is incorporated into their instruction. In this paper, scientific findings and practical implications are compared and some suggestions to close the gap between science and practice are provided. In this article we examine what science offers general and special educators who teach reading. We review some well‐established scientific findings about reading and their practical implications, not only for children with reading disabilities, but for other children as well. In addition, we consider some broader ways that science may be useful to educators. We conclude with some suggestions for individual teachers interested in becoming more familiar with scientific research on reading. |
