By: Benjamin Powers, Yale Child
The persistent gap between reading science and classroom practice remains one of the most consequential challenges in education. A recent proposal in this issue calls for the creation of a new “engineering of reading” field to bridge this divide. This commentary argues that the central issue is not a lack of translation but a lack of capacity on both sides. Educators are rarely trained to evaluate research as informed consumers, and researchers are often insufficiently prepared to design work that functions within real educational systems. Addressing this gap requires building complementary forms of expertise rather than introducing new intermediary roles. While grounded in reading, this argument extends to other disciplines pursuing evidence-based reform. Drawing on the author's experience and the mission of The Dyslexia Foundation, this commentary outlines a framework for strengthening research literacy among educators and systems literacy among researchers as a more sustainable path forward.
