I talk a lot about research in this space. I argue for research-based instruction and policy. I point out a dearth of empirical evidence behind some instructional schemes, and champion others that have been validated or verified to my satisfaction. Some readers are happy to find out what is “known,” and others see me as a killjoy because the research findings don’t match well with what they claim to “know.” Members of this latter group are often horrified by my conclusions. They often are certain that I’m wrong because they read a book for teacher...