My response is yes, although the history of this field certainly attests to the challenge of the enterprise. The effective prevention of reading failure is obviously not obvious, or we would have practiced it. If teaching children to read was as simple as providing attention from an untrained, enthusiastic tutor, we would have discovered this fact. Learning to read is difficult for many people, and science, especially cognitive science, neuroscience, and applied linguistics is helping us understand why and what can be done about it. There are many questions to be answered by continuing research, but we are ready now to act on what we know.
Teacher preparation can rest on a scientific foundation.
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