ABSTRACT By all accounts, the “science of reading” movement in education policy and practice is one of the most successful movements in recent educational history, and yet a critical gap remains between the scientific consensus and classroom implementation. As conversations loom about better research translation to address this implementation problem, we argue that both an evolved science of reading and the development of an “engineering of reading” are required to solve it. Building on historical calls for engineering perspectives in education, we analyze the limitations of purely scientific approaches and demonstrate how an engineering framework could bridge the gap between reading research and classroom practice. Through an examination of the logic and assumptions of both scientific and engineering approaches, we propose that reading instruction, with its robust evidence base, presents an ideal opportunity to transform how we approach educational implementation. The article concludes by addressing ongoing challenges and tensions in the field, suggesting that an engineering perspective could offer practical solutions for translating reading science into effective practice in classrooms and schools.
Tipton et al. (Sun,) studied this question.