The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is leading to misinformation in the public space that may be viewed by educational stakeholders as merely differences of opinion among scientists. The authors’ goals in this article were to revisit the science of reading through an epistemological lens to clarify what constitutes evidence in the science of reading, and to offer a critical evaluation of the evidence provided by the science of reading. To this end, the authors summarize those things that they believe have compelling evidence, promising evidence, or a lack of compelling evidence. The authors conclude with a discussion of areas of focus that they believe will advance the science of reading to meet the needs of all students in the 21st century.

中文翻译：

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阅读科学如何指导21世纪的教育

阅读科学应以建立在科学方法上的不断发展的证据基础为基础。数十年的基础研究以及干预措施和教学常规的随机对照试验已经形成了坚实的证据基础，可指导阅读指导，阅读干预和高危读者的早期识别方面的最佳实践。最近有关什么构成阅读科学的问题的浮出水面正在导致公共空间中的错误信息，教育利益相关者可能将其视为仅仅是科学家之间的观点差异。作者在本文中的目标是通过认识论的角度重新审视阅读科学，以弄清什么构成阅读科学的证据，并对阅读科学提供的证据进行批判性评估。为此，作者总结了他们认为具有令人信服的证据，有希望的证据或缺乏令人信服的证据的那些事情。作者最后对重点领域进行了讨论，他们认为这将促进阅读科学的发展，以满足21世纪所有学生的需求。