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Nancy J. Nelson
Boston University
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Jill M. Pentimonti
University of Notre Dame, Indiana, USA
M
any articles in this special issue highlight the challenges with
Yaacov Petscher terminology, interpretation of findings, and how to best use the
Florida State University, Tallahassee, USA existing evidence base that supports the science of reading
(SOR). These important topics are useful to clarify and situate the current
status of empirical findings and their use in authentic classroom settings.
Sarah Sayko We contend that the field must also bring attention to an understudied
National Center for Improving Literacy, aspect of reading and literacy research: the translation of research find-
and RMC Research Corporation, ings from multiple fields of study to applied research studies and imple-
Arlington, Virginia, USA mentation in classroom settings. The SOR has a strong foundation in the
theoretical building blocks of early reading acquisition, known malleable
factors related to individual differences in reading and language, develop-
mental differences due to exogenous and endogenous factors, causal
mechanisms to improve reading difficulties, and how one is able to pre-
cisely measure literacy skills (Cain, Compton, & Parrila, 2017). However,
Reading Research Quarterly, 55(S1)
pp. S347–S360 | doi:10.1002/rrq.357
we also acknowledge that reading is a multifaceted process, with particu-
© 2020 International Literacy Association. lar aspects, such as early reading development and instruction, currently
S347
benefiting from a strong evidence base. Recognizing these becomes increasingly complex (Durlak & DuPre, 2008;
complexities, we argue that the field has fallen short in Fixsen, Naoom, Blase, Friedman, & Wallace, 2005) and,
communicating what is known about the SOR to educa- therefore, cannot be captured adequately by engaging
tional stakeholders. Communicating aspects of the SOR teacher preparation programs alone. Whereas high-quality
where a compelling evidence base exists, and not overstat- reading research has been and continues to be conducted in
ing what we know, is essential. We do not know everything tightly controlled settings, the field has been less successful in
about reading, as the scientific evidence base is ever evolv- developing an adequate process by which to translate these
ing. However, that should not stop the field from moving findings to classroom practice at scale.
forward with translating research findings to support In the health sciences, translation, dissemination, and
aspects of instructional practice that have a solid evidence implementation sciences are widely recognized and advo-
base so they can be implemented in classroom settings. cated for as means to resolve some of the challenges to
Recognizing the bidirectional nature of knowledge devel- translating research evidence into everyday practice (see,
opment between basic and applied scientists and teachers e.g., National Center for Advancing Translational Sciences,
and other school personnel, we contend that the field 2020). Implementation, dissemination, and translational
should leverage this ongoing back-and-forth exchange, sciences are distinct disciplines, but they work in tandem
acknowledging the unique and critical roles that each of and are supported by the National Institutes of Health as
these experts play through interdisciplinary teams. Doing mechanisms that intersect with primary research activities.
so can push the field forward toward accomplishing our These sciences are designed to facilitate better adoption
shared goal of improved reading achievement for all and use of evidence-based interventions as opposed to put-
learners. ting the onus of implementation and use on the stake-
There are several reasons that the evidence base is not holder. To successfully translate research findings, scientists
adequately implemented in school settings; there are many and researchers involved in both basic science and applied
layers between basic science findings and teacher imple- studies of reading must collaborate and include input from
mentation that must be traversed. Translational difficulties various educational stakeholders. Applied reading scien-
are readily observed in institutions of higher education tists play a distinct role in the translation of findings to the
with lack of communication and collaboration between the field. In a very real way, applied scientists serve as the
basic science disciplines and colleges and schools of educa- agents of change in the translational process, as their work
tion. One example of a bottleneck of the translation of is to take basic science findings and troubleshoot the
research findings into practices are teacher preparation implementation of them in authentic school settings.
programs. Although there has been an increase in overall The health fields provide a template for the translation
coverage of evidence-based reading instructional practices of findings into practice, but it is important to acknowl-
in recent years, this is not true for all teacher preparation edge that educational science and the health sciences are
programs. Many have been slower to adopt approaches to not the same. There are unique difficulties that may impact
teaching reading backed by the SOR in their reading meth- the translational process in education. For example, it is
ods programs (Cunningham, Perry, Stanovich, & Stanovich, difficult to translate research that has not fully considered
2004; Lyon & Weiser, 2009; Moats & Foorman, 2003). the diverse contexts in which learning happens. Schools
Challenges associated with the disconnect between the operate in very different contexts and serve different
SOR and teacher preparation have been reported around demographics both within and between districts and
the world, particularly in English-speaking nations (e.g., states. To date, limited reading research has focused on
Castles, Rastle, & Nation, 2018; Washburn, Binks, & Joshi, how, why, and under what conditions research-based
2014) and increasingly in other languages (e.g., Soriano- instructional practices can be implemented effectively in
Ferrer, Echegaray-Bengoa, & Joshi, 2016; Yin, Joshi, & Yan, routine classroom-based settings. Moreover, little is known
2019) and in low- and middle-income nations (e.g., Kim, about how to make these practices applicable to all class-
Lee, & Zuilkowski, 2020). room contexts and student populations, which creates
Other factors, beyond teacher preparation, also impede additional difficulties in successfully ensuring that evi-
evidence-based reading instruction, including insufficient dence-based instruction reaches classrooms.
dissemination efforts to stakeholders, state- and district-level Our goal in this article is to leverage advances in
policies, curricular and assessment decisions, and translational science to introduce and apply its frame-
lack of professional development of inservice teachers. works to the field of reading research by proposing a road
Ultimately, classroom teachers and other school practitio- map for the translation of the SOR to better ensure its use
ners operate in a broad and extensive system, with instruc- in district and classroom settings. We engage in this pro-
tional decisions made by actors and policies outside of the cess within the context of a few specific assumptions.
classroom setting. As these dynamics play out within and First, the existing research base supports the science of
across multiple levels in the educational system, the pro early reading development, particularly how early word
cess of translating research findings to classroom practice reading develops and effective teaching practices for
Note. T0 = basic research studies; T1 = preclinical research studies; T2 = clinical research studies; T3 = clinical implementation studies; T4 = public
health studies. The color figure can be viewed in the online version of this article at http://ila.onlinelibrary.wiley.com.
such as juvenile detention centers or residential facili- reflected in the achievement gaps that this research was
ties). Behavioral research, including studies in reading often intended to address.
with diverse learners, is increasing; however, relatively
little empirical research has focused on factors specific
to the learning and development of these student popu- Translational Scientists
lations (Cabrera, 2013). The field of reading research is Gilliland and colleagues (2019) described seven funda-
not exempt (Lindo, 2006). Thus, it is important to mental character traits of a translational scientist: sys-
acknowledge that within the current research portfolio tems thinker, skilled communicator, rigorous researcher,
are several rigorous reading research studies whose domain expert, process innovator, team player, and
findings may be limited in their generalizability to the boundary crosser. The ideal translational scientist, accord-
vulnerable student populations whose performance is ing to Gilliland et al., possesses all seven characteristics in
Note. From “Widening the Lens of Translational Science Through Team Science” (p. 5), by Y. Petscher, N.P. Terry, N. Gaab, and S.A. Hart, 2020,
retrieved from https://psyarxiv.com/a8xs6. Reprinted with permission. The color figure can be viewed in the online version of this article at
http://ila.onlinelibrary.wiley.com.
NADINE GAAB is an associate professor at Boston Children’s YAACOV PETSCHER is an associate professor in the College
Hospital and Harvard Medical School and a member of the of Social Work and an associate director of the Florida Center
faculty at the Harvard Graduate School of Education, Boston, for Reading Research at Florida State University, Tallahassee,
Massachusetts, USA; email nadine.gaab@childrens.harvard.edu. USA; email ypetscher@fsu.edu.
TIFFANY P. HOGAN is a professor in the Department of SARAH SAYKO is a deputy director of the National Center for
Communication Sciences and Disorders at the MGH Institute Improving Literacy, and a senior research associate at RMC
of Health Professions, Boston, Massachusetts, USA; email Research Corporation, Arlington, Virginia, USA; email
thogan@mghihp.edu. saykos@rmcres.com.
These updated standards focus on the knowledge, skills, and dispositions necessary for
effective educational practice in a specific role and highlight contemporary research and
© 2018
ISBN 978-0-87207-379-1 evidence-based practices in curriculum, instruction, assessment, and leadership.