For the June 2025 bonus episode of the Reading Teachers Lounge podcast,    Shannon and Mary discuss the article "Lost in Translation? Challenges in Connecting Reading Science and Educational Practice"  by Seidenberg, Borkenhagen, and Kearns.
The article explores why the science of reading often fails to transform into successful instruction. The most significant gap is what the authors refer to as "translational research," which explicitly connects laboratory findings to practical classroom applications. Looking toward solutions, we discuss the authors' recommendations for cross-disciplinary collaborations, developing a true science of teaching, avoiding a narrow focus on phonics, investing in early learning, ensuring research applies to diverse populations, and examining existing instructional systems.

Join us in understanding why teachers have struggled with conflicting directives and why it's not their fault they've had to piece together approaches without clear, research-based guidance. The goal isn't "balanced literacy" but "balanced learning"—providing each student exactly what they need, when they need it.


Seidenberg, M. S., Borkenhagen, M. C., & Kearns, D. M. (2020). Lost in Translation? Challenges in Connecting Reading Science and Educational Practice. Reading Research Quarterly, 55(S1), S119–S130.

LINK TO OPEN-SOURCE RESEARCH ARTICLE:

Lost in Translation?  Challenges in Connecting Reading Science and Educational Practice by Mark Seidenberg, Matt Cooper Borkenhagen, and Devin Kearns (2020 ILA Reading Research Quarterly)

• Get Literacy Support through our Patreon