We situate education, and the science of reading (SOR) specifically, in the midst of a broad, evidence-based revolution involving an array of disciplines focused on improving the health and well-being of individuals and populations. Low and stagnant levels of reading proficiency, massive reading disparities, and a robust SOR knowledge base suggest that the withholding of evidence-based practices in schools differentially harms students of Color, students from poor families, English learners, and students with disabilities. We acknowledge that simply expecting greater use of evidence-based reading practices in schools will not suffice. We present a framework where practitioners and policymakers would continue to gain better and easier access to the SOR knowledge base and evidence-based reading practices and where much greater emphasis would be placed on fueling the demand for evidence-based practices in schools. How schools are organized to provide reading instruction for students is also a key consideration in efforts to expand the use of evidence-based practices. We make the case that schools engaged in comprehensive use of multi-tiered systems of support approaches in reading are well positioned to increase their use of evidence-based reading practices. Because much is not known about how to scale the use of effective practices, scaling efforts themselves represent opportunities to generate new SOR knowledge on both the supply and demand sides. This work would be consistent with the SOR knowledge base as a dynamic and constantly emerging phenomenon, rather than a static repository waiting to be accessed and used.

中文翻译：

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证据革命和多层次支持系统能否提高教育公平和阅读成绩？

我们将教育，特别是阅读科学 (SOR) 置于一场广泛的、以证据为基础的革命之中，该革命涉及一系列专注于改善个人和人群健康和福祉的学科。阅读水平低且停滞不前、巨大的阅读差异和强大的 SOR 知识库表明，学校中拒绝循证实践会对有色人种学生、贫困家庭学生、英语学习者和残疾学生造成不同程度的伤害。我们承认，仅仅期望在学校更多地使用循证阅读实践是不够的。我们提出了一个框架，从业者和政策制定者将继续更好、更轻松地访问 SOR 知识库和循证阅读实践，并且将更加重视推动学校对循证实践的需求。如何组织学校为学生提供阅读指导也是扩大循证实践使用的一个关键考虑因素。我们认为，在阅读中综合使用多层次支持方法的学校可以很好地增加他们对循证阅读实践的使用。由于对如何扩展有效实践的使用尚知之甚少，因此扩展工作本身代表了在供需双方产生新 SOR 知识的机会。