Can the science of reading contribute to improving educational practices, allowing more students to become skilled readers? Much has been learned about the behavioral and brain bases of reading, how students learn to read, and factors that contribute to low literacy. The potential to use research findings to improve literacy outcomes is substantial but remains largely unrealized. The lack of improvement in literacy levels, especially among students who face other challenges such as poverty, has led to new pressure to incorporate the science of reading in curricula, instructional practices, and teacher education. In the interest of promoting these efforts, the authors discuss three issues that could undermine them: the need for additional translational research linking reading science to classroom activities, the oversimplified way that the science is sometimes represented in the educational context, and the fact that theories of reading have become more complex and less intuitive as the field has progressed. Addressing these concerns may allow reading science to be used more effectively and achieve greater acceptance among educators.

中文翻译：

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迷失了翻译？阅读科学与教育实践联系起来的挑战

阅读科学能否有助于改善教育实践，使更多的学生成为熟练的读者？关于阅读的行为和大脑基础，学生如何学习阅读以及导致低识字率的因素，已经学到了很多东西。利用研究结果来提高扫盲成果的潜力是巨大的，但很大程度上仍未实现。识字水平的提高不足，尤其是在面临诸如贫困之类的其他挑战的学生中，导致了将阅读科学纳入课程，教学实践和教师教育的新压力。为了促进这些努力，作者讨论了可能破坏它们的三个问题：需要将阅读科学与课堂活动联系起来的额外翻译研究，科学有时在教育环境中的表达方式过于简单，随着阅读领域的发展，阅读理论变得越来越复杂，越来越不直观。解决这些问题可以使阅读科学得到更有效的利用，并获得更多教育者的接受。