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In cognitive science there is likely no area that has been more successful than the study of reading. Yet, in many countries reading levels are considered low. In the USA, the 2019 ''Nations Report Card'' reported that 34% of grade-four public school students performed at or above the [[NAEP]] ''proficient level'' (solid academic performance) and 65% performed at or above the ''basic level'' (partial mastery of the proficient level skills).<ref>{{cite web|url=https://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/2020014NP4.pdf|title=NAEP 2019 grade 4 reading report}}</ref> As reported in the [[PIRLS]] study, the USA ranked 15th out of 50 countries, for reading comprehension levels of fourth-graders.<ref>{{cite web|url=http://timssandpirls.bc.edu/pirls2016/international-results/wp-content/uploads/structure/PIRLS/3.-achievement-in-purposes-and-comprehension-processes/3_1_achievement-in-reading-purposes.pdf|title=PIRLS 2016 Exhibit 3.1: Achievement in Reading Purposes}}</ref><ref>{{cite web|url=https://qz.com/1147045/singapores-fourth-graders-read-at-the-most-advanced-level-in-a-global-test-of-literacy/|title=Where the world's fourth-graders read at the most advanced level, Barclays, 2017-12-05}}</ref> In addition, according to the 2011–2018 [[PIAAC]] study, out of 39 countries the USA ranked 19th for literacy levels of adults 16 to 65; and 16.9% of adults in the USA read at or below level one (out of five levels).<ref>{{cite web|url=https://www.oecd.org/skills/piaac/publications/Skills_Matter_Additonal_Results_from_the_Survey_of_Adult_Skills_ENG.pdf|title=OECD (2019), Skills Matter: Additional Results from the Survey of Adult Skills, OECD Skills Studies, doi.org/10.1787/1f029d8f-en, page 44}}</ref><ref>{{cite web|url=https://www.oecd.org/skills/piaac/Skills%20volume%201%20(eng)--full%20v12--eBook%20(04%2011%202013).pdf|title=OECD Skills Outlook 2013, page 257}}</ref>
Many researchers are concerned that low reading levels are due to the manner in which reading is taught. They point to three areas: a) contemporary reading science has had very little impact on educational practice mainly because of a "two-cultures problem separating science and education", b) current teaching practices rest on outdated assumptions that make learning to read harder than it needs to be, and c) connecting [[Evidence-based education|evidence-based practice]] to educational practice would be beneficial but is extremely difficult to achieve because many teachers are not properly trained in the science of reading.<ref>{{cite journal|title=The Science of Reading and Its Educational Implications, pages 331–360|author=Mark S. Seidenberg|journal=PMC|date=2013-08-26|doi=10.1080/15475441.2013.812017|pmc=4020782}}</ref><ref>{{cite web|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4020782/|title=The Science of Reading and Its Educational Implications|date=2013-08-26}}</ref>
===The simple view of reading===
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