[Reading-hall-of-fame] Fwd: Scientific Findings and Classroom Practice
P David Pearson
ppearson at berkeley.edu
Mon Aug 4 01:33:02 BST 2025
So now we do basic research on how the mind works and draw deep inferences
about practice from that work, ignoring (or more to the point, not
investing in) any empirical work about curricular or pedagogical matters?
Just the model we need for evidence-free society. Oh, and while we are at
it, let's do the same for medicine, pharmacology, public health,
agriculture, economics, engineering, climate, and meteorology.
Vexedly,
David
---------- Forwarded message ---------
From: Natalie Wexler from Minding the Gap <nataliewexler at substack.com>
Date: Sun, Aug 3, 2025 at 4:35 PM
Subject: Scientific Findings and Classroom Practice
To: <ppearson at berkeley.edu>
How much difference will it make if federal support for education research
disappears?
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for more
Education, cognitive science, and fairness.
------------------------------
Scientific Findings and Classroom Practice
<https://substack.com/app-link/post?publication_id=443300&post_id=170040055&utm_source=post-email-title&utm_campaign=email-post-title&isFreemail=true&r=a4iy5&token=eyJ1c2VyX2lkIjoxNzAwNzM0MSwicG9zdF9pZCI6MTcwMDQwMDU1LCJpYXQiOjE3NTQyNjQxMjMsImV4cCI6MTc1Njg1NjEyMywiaXNzIjoicHViLTQ0MzMwMCIsInN1YiI6InBvc3QtcmVhY3Rpb24ifQ.52Oet2O18oPdkSlc1JWTsO75UD_WPhSV1T1qqtA0_Jo>How
much difference will it make if federal support for education research
disappears?
Natalie Wexler <https://substack.com/@natwexler>
Aug 3
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------------------------------
Recent drastic cuts to the US Department of Education are worrying for a
number of reasons. While federal funding makes up only about 10 percent of
what K-12 schools spend, it’s almost entirely directed at students who are
the most vulnerable—those from low-income families, for example, and those
diagnosed with learning difficulties. The government did just release
<https://substack.com/redirect/9f158afa-ede5-4404-a1ad-0d4a00eb7d30?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
nearly $7 billion in funding it had previously frozen, but the future
remains uncertain.
The DOE’s education research arm has also been the target of drastic cuts,
and many consultants have had their contracts terminated. “It just feels
like we’re going back into the dark ages,” one told The 74
<https://substack.com/redirect/9d2ceb19-c203-494d-be6f-86da42a97ed6?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
.
How concerned should we be? Some of that research is undoubtedly
worthwhile, including the data that enables officials to choose
representative samples of students for the reading and math tests the
department is required to give every two years. But some may be useless—or
even misleading
<https://substack.com/redirect/d496c448-a1b7-42f2-8042-65900209dbd3?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>.
The fact that one kind of intervention has been studied more than another
might not mean it’s better; it might just mean it’s easier to study
<https://substack.com/redirect/0245f605-1a65-4a97-b797-ff7f9ab70d47?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>.
Research has been good at tracking students’ lack of progress. It hasn’t
been so good at enabling us to do something about that.
Even when research is illuminating, it often has little impact on what
happens in classrooms. For decades, the DOE’s Institute of Education
Sciences has operated the What Works Clearinghouse
<https://substack.com/redirect/42829a0b-4448-4da5-8c67-00fdad9421b6?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>,
or WWC, intended to help connect educators to education research. It
publishes “Practice Guides” that synthesize research and distill it into
recommendations. That sounds useful, but a lot of the research doesn’t show
significant benefits. In addition, some conclusions in the Practice Guides have
been criticized
<https://substack.com/redirect/e5b6168a-8335-44cf-8258-470bc8ba08b2?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
as misleading, erroneous, or politically motivated
<https://substack.com/redirect/a9a0ade9-b122-4f9f-86c1-e963cb2a35b5?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
.
In any event, the guides can be dense, and a lot of the recommendations are too
vague
<https://substack.com/redirect/e516874c-491e-45f5-8d13-962883168aad?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
to be useful for practicing teachers. A guide
<https://substack.com/redirect/9ca89098-4151-4369-9862-6781965893d3?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
to teaching secondary students to write, for example, recommends that
students be advised to “use different kinds of sentences” but doesn’t
provide much information on how to *teach *them to do that. Commentators
and academics may cite the guides as a gold standard, but it’s far from
clear teachers read them.
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Some have predicted
<https://substack.com/redirect/9d2ceb19-c203-494d-be6f-86da42a97ed6?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
that reduced support for the WWC will “leave district leaders unequipped to
navigate the billion-dollar world of school-based products and services.”
But even *with *the WWC, district leaders haven’t been well equipped for
that challenge.
Studies usually look at specific “interventions” in isolation set up
against some unspecified approach labeled “business as usual.” It would be
far more useful to compare the specific curricula or programs that district
leaders are trying to evaluate. Instead, that task has been left to
organizations like EdReports, whose evaluations are uneven
<https://substack.com/redirect/90c60a3c-020b-4dbd-87fa-743410f70c05?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
and don’t even consider evidence of how well the curricula work.
I understand the theory behind the typical approach to research. Programs
combine a bunch of different practices, making it hard to determine which
ones are actually causing whatever effects are observed. But in real life,
teachers don’t just do one thing at a time. And the people who are choosing
curricula need to know how different options stack up against each other.
Because it can take years
<https://substack.com/redirect/6e2bbc5e-1dfd-4902-bb9a-107a39df72e9?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
to see the results of a curriculum, these comparative studies should
ideally last for three years or more. That, however, would be enormously
expensive, and the federal government is unlikely to be pouring money into
such studies anytime soon.
Promoting Evidence from Cognitive Science
Rather than funding new research, a slimmed-down federal education research
agency could devote more time just to publicizing the significant body of
*existing* research in cognitive science that few teachers ever hear about.
That would include findings like the importance of building knowledge
<https://substack.com/redirect/1c50d110-82a9-43d4-a7fc-1564f5ec8dca?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
for reading comprehension and learning in general; the value of having
students retrieve information
<https://substack.com/redirect/63db178a-d336-490d-b0d5-d1ac9eee0a4c?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
stored in long-term memory that has been slightly forgotten; the usefulness
of deliberate practice
<https://substack.com/redirect/ab09cc9a-f692-4f4a-beee-c3f7b7af5967?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>in
mastering complex skills; and the value of explicit, interactive instruction
<https://substack.com/redirect/df455fc0-a843-47e0-9c98-c4eac5ab8c20?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
over inquiry or discovery approaches when students are new to a topic. Most
teachers not only never learn about these principles, they’re often
inculcated with beliefs that contradict them.
But the WWC has issued only one Practice Guide
<https://substack.com/redirect/d38806d2-c33b-4c10-a17c-f13698d30c9c?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
that focused on these findings, back in 2007. And it limited the relevance
of its recommendations to “subjects that demand a great deal of content
learning, including social studies, science, and mathematics”—as though the
findings have nothing to do with reading comprehension, when in fact, they
do. In any event, like the other Practice Guides, this one has had little
or no discernible effect on teacher practice or on the content of
teacher-prep programs.
Thanks for reading Minding the Gap! This post is public so feel free to
share it.
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Knowledge of cognitive science has spread more widely in some other
countries, in part because of government support—specifically in England,
Australia, and New Zealand
<https://substack.com/redirect/fb6f2a4d-e7ce-4ef6-8f68-f12f0a2bbd39?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>,
all of which share with the US a history of education orthodoxy that
conflicts with many scientific findings. Some of the support has come from
independent but government-funded organizations like AERO
<https://substack.com/redirect/dc97657f-c4c0-4c56-8ff3-3a082eb2c827?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
in Australia and the Education Endowment Fund
<https://substack.com/redirect/a1ff4322-1ed1-4202-bd6c-f1e5daeb506e?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
in England.
A recent story
<https://substack.com/redirect/d55a4519-5262-406b-8106-d61c0b2cfeff?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
by Greg Toppo in The 74 described the enthusiasm for cognitive science
among educators in England, noting that some American authors and speakers
who focus on the topic are in far more demand there than in the US. (That
hasn’t been my experience, although I’m not sure why. I have a busy
speaking schedule in the US, and I’m about to head to New Zealand to speak
at a conference—followed, a couple months later, by a packed three-week
speaking tour of Australia. But I have yet to be asked to speak in England.)
The Risks of Government Support
In the US, where local control of education is deeply ingrained, it could
be tricky for the federal government to embark on the kind of support for
cognitive science that governments in other countries have provided. The
federal government can only influence education indirectly, by dangling or
withholding funds, and when they’ve done that in the past it’s sometimes
resulted in unintended consequences. The federal No Child Left Behind
legislation, for example, along with the federally supported Common Core
standards, led to high-stakes reading tests that exacerbated an emphasis on
supposed reading comprehension skills as opposed to building content
knowledge—a practice that actually does leave many children behind
<https://substack.com/redirect/6d87ffb9-dbd1-4ed0-a4ac-39d73db5f015?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
.
In any event, I’m not sure it’s a good idea for any presidential
administration, and especially a conservative one, to throw its weight
behind cognitive science. In an ideal world, endorsing a body of solid
evidence relating to education wouldn’t be seen as political, but we don’t
live in that world. Education issues have almost always been politicized,
and that’s particularly true in the current polarized environment. To some
educators, just advocating for knowledge-building marks you as a Republican
<https://substack.com/redirect/a1f4f2d1-a92d-4a26-9ac2-c92e7e969d33?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>,
never mind your politics.
Thanks for reading Minding the Gap! Subscribe for free to receive new posts.
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If Education Secretary Linda McMahon were to come out tomorrow in favor of,
say, retrieval practice, I imagine that many American teachers—a group that
skews to the left of the general public—would only see it as confirmation
of their suspicions that teaching approaches designed to enable students to
retain information are inherently right-wing. Even systematic instruction
in phonics has long been identified with the right.
Politicization has already happened in other countries. There’s been
politically tinged pushback
<https://substack.com/redirect/c9ff7ec5-45ee-43c3-a6f9-8d22cf9bf04d?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
to government efforts to promote science-informed teaching in Australia and
in England, where those initiatives were enthusiastically undertaken by the
Conservative government. Now that Labour is back in power, it remains to be
seen how long the changes will last.
How to Get the Message to Teachers
If the federal government shouldn’t get involved, what’s the best way to
acquaint millions of American teachers with instructional practices that
have solid evidence behind them?
One possibility is for state governments to take the lead. I’m not aware of
any that have promoted cognitive science per se, but by now most have
championed the kind of phonics instruction that’s supported by evidence
from that field. State officials would just need to expand their focus from
early reading instruction to learning in general.
But that’s a big “just.” Many teachers are already feeling overwhelmed by
the “science of reading,” trying to absorb a bunch of complex concepts that
contradict their training and then figure out how to implement them in the
classroom. Telling them they now need to do the same thing with the
“science of learning” may not go over well. Besides, as Jim Hewitt and
Nichi Sachdeva have observed on their Substack, The Science of Learning
<https://substack.com/redirect/2b0b9d11-1fca-4783-8f49-032c76a1b4ec?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>,
education “functions more as a belief-based profession than a science-based
one.”
What could work is this:
*First, accessible, engaging introductions to the basics of cognitive
science from a reliable source.* Teachers don’t need a graduate-level
course, but they do need to have some sense of why what they’re doing
conflicts with the evidence. That’s what Emily Hanford’s Sold a Story
podcast
<https://substack.com/redirect/4bc49378-a0f8-45bd-8bb6-50531c3c2a38?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
provided for phonics instruction. It would be great to have on-ramps like
that for cognitive science as well. And now for a shameless plug: The
recently released podcast series that I co-hosted with Dylan Wiliam and
Doug Lemov—season three of the Knowledge Matters Podcast, “Literacy and the
Science of Learning
<https://substack.com/redirect/1905fd54-2149-4829-aabe-12e4ffaf6763?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>”—might
be a good place to start.
*Second, curriculum materials that are grounded in scientific evidence*, so
teachers don’t have to figure out how to translate evidence into classroom
practice themselves. Instead, they can devote their limited time and energy
to figuring out how best to deliver an evidence-based curriculum to their
students.
That, of course, would require curricula to be developed by people who have
a pretty deep understanding of cognitive science. I’m not a curriculum
expert, but I know of a few curricula out there that seem to align well
with the evidence, including Doug Lemov’s middle-grades ELA curriculum, Reading
Reconsidered
<https://substack.com/redirect/c208ac88-78df-4dd5-b598-ebb768dbc409?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>.
On the social studies side, the guys behind the Four Question Method
<https://substack.com/redirect/b0f3701d-7e6d-4273-8d39-9ac4b04e526f?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
are working on an excellent and science-informed eighth grade U.S. history
curriculum
<https://substack.com/redirect/31eaf028-a2b6-4f80-ac91-3b573a969e20?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
.
Share
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At the very least, a curriculum should have rich content rather than a
focus on abstract comprehension or critical thinking skills*. *All 10 of
the ELA curricula listed on the website of the Knowledge Matters Campaign
<https://substack.com/redirect/8efd7bfc-e0a2-401f-b094-d449e918e452?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
meet that criterion. (I serve on the board of the nonprofit that is the
Campaign’s parent organization.) Instructional principles grounded in
cognitive science implicitly assume that you’re teaching either a
transferable skill (in which case you can use deliberate practice) or
substantive content like history or science (in which case you can use
approaches like retrieval practice and elaboration). They don’t work as
applied to essentially non-transferable skills like “making inferences.”
Last, I suspect that *a focus on writing instruction—embedded in a
content-rich curriculum*—is the most effective way to enable teachers to
align their pedagogy with cognitive science, across subject areas. Teachers
in the US may not be clamoring to learn cognitive science, but they are
desperate for a way to help their students become better writers.
For my book *Beyond the Science of Reading* and for the last episode
<https://substack.com/redirect/9fdf1255-c7bc-4b92-a727-b8997ccbd4e6?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
of the recent podcast series I co-hosted, I focused on a high-poverty
district in Louisiana called Monroe City. Like most teachers, those in
Monroe weren’t familiar with concepts like deliberate practice, retrieval
practice, and elaboration
<https://substack.com/redirect/96f12953-a3ea-4501-9359-bfbde44b5952?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>.
They just wanted to enable their students to express themselves coherently
in writing.
But they discovered that when taught in a manageable way and embedded in
curriculum content, writing can provide all the benefits
<https://substack.com/redirect/0d4ab4c4-51a4-4095-8ab1-c4bd727cb4f0?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
of science-informed instruction while also familiarizing students with the
complex syntax of written language, boosting their reading comprehension.
That’s likely why, as one teacher told me, “We realized that teaching
students to write clearly was actually teaching them to *think *clearly.”
Seeing that happen has led some teachers in Monroe to investigate cognitive
science for an explanation. But they didn’t *need* to know about the
science in order for their students to benefit from it. (The freely
available ELA curriculum used in Monroe, Louisiana Guidebooks
<https://substack.com/redirect/92eeae6c-fc8c-411b-b65c-133c4ab04001?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>,
pairs rich content with writing activities created by some of the Monroe
teachers, based on The Writing Revolution method
<https://substack.com/redirect/3e7eb00d-fdc1-464f-b175-6f84851e4b3c?j=eyJ1IjoiYTRpeTUifQ.7bTNKkfpB20NSxy3EM167yHq0cZEXWJ_gpscuL1vOD4>
.)
If we want a fairer and more effective education system in the US, we might
not want to lead with calls for the “science of learning”—especially if
they come from the federal government. It’s likely to work better for some
educators to say to others: *Hey, need help teaching your kids to write? I
found something that works*. And then see where that leads.
Like
<https://substack.com/app-link/post?publication_id=443300&post_id=170040055&utm_source=substack&isFreemail=true&submitLike=true&token=eyJ1c2VyX2lkIjoxNzAwNzM0MSwicG9zdF9pZCI6MTcwMDQwMDU1LCJyZWFjdGlvbiI6IuKdpCIsImlhdCI6MTc1NDI2NDEyMywiZXhwIjoxNzU2ODU2MTIzLCJpc3MiOiJwdWItNDQzMzAwIiwic3ViIjoicmVhY3Rpb24ifQ.6bVEMJqgbU07mPslUsPHgsMqeptkgv1p2JRXqu6p5KE&utm_medium=email&utm_campaign=email-reaction&r=a4iy5>
Comment
<https://substack.com/app-link/post?publication_id=443300&post_id=170040055&utm_source=substack&utm_medium=email&isFreemail=true&comments=true&token=eyJ1c2VyX2lkIjoxNzAwNzM0MSwicG9zdF9pZCI6MTcwMDQwMDU1LCJpYXQiOjE3NTQyNjQxMjMsImV4cCI6MTc1Njg1NjEyMywiaXNzIjoicHViLTQ0MzMwMCIsInN1YiI6InBvc3QtcmVhY3Rpb24ifQ.52Oet2O18oPdkSlc1JWTsO75UD_WPhSV1T1qqtA0_Jo&r=a4iy5&utm_campaign=email-half-magic-comments&action=post-comment&utm_source=substack&utm_medium=email>
Restack
<https://substack.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.J7dQZiplQU6olCzWD6a3xffE2f8_nwYruvlbCDpQ5f4?&utm_source=substack&utm_medium=email>
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[image: Start writing]
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--
+++++++++++++++++++++++++++++
*Were Irving Berlin alive today, he might have *
*written a different anthem, maybe along these lines...*.
*Let's Save America,*
*May she be just.*
*Stand beside her and guide her*
*Through the dark, be a spark we can trust.*
*Words of welcome, acts of kindness, *
*Signs of reason we shall learn.*
*Let's Save America, she will return.*
*Let's Save America, she will return*.
pdp
+++++++++++++++++++++++++++++
P. David Pearson
Evelyn Lois Corey *Emeritus* Professor of Instructional Science
Graduate School of Education
University of California, Berkeley
email: ppearson at berkeley.edu
other e-mail: pdavidpearsondean at gmail.com
website for publications: www.pdavidpearson.org
PDP's YouTube Channel
<https://www.youtube.com/channel/UCxzlpPFD04yyV5_kzRZ1ofw>:
*******************
*HOME ADDRESS*
110 41st Street, Apt 401
Oakland CA 94611-5237
iPhone: 510 543 6508
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