Evidence and research are at the heart of current SoR mandates. Yet little time and few resources are provided to enable teachers to understand exactly what these terms mean. Worse, it is assumed that teachers must allow the “experts” to read and explain “the research” for them. This patronizing paradigm serves to further chip away at teachers’ autonomy in favor of dependence and subservience. This presentation will use the context of a study by Linnea Ehri (2007) to demonstrate how to read and evaluate a research article. It also demonstrates common tricks and buzzwords used to misinterpret and misrepresent research. This in turn enhances participants ability to be responsible consumers of educational research and research-based claims.