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Moreover, this work is traditionally lab\u2010based, and thus the underlying theories and research questions are siloed from classroom practices. With growing awareness of the neurobiological origins of RD and increasing popularity of putative \u2018brain\u2010based\u2019 approaches in clinics and classrooms, it is imperative that we create more direct and bidirectional communication between scientists and practitioners. Such direct collaborations can help dispel neuromyths, and lead to increased understanding of the promises and pitfalls of neuroscience approaches. Moreover, direct partnerships between researchers and practitioners can lead to greater ecological validity in study designs to improve upon the translational potential of findings. To this end, we have forged collaborative partnerships, and built cognitive neuroscience laboratories within independent reading disabilities schools. This approach affords frequent and ecologically valid neurobiological assessment as children's reading improves in response to intervention. It also permits the creation of dynamic models of leading and lagging relationships of students' learning, and identification of individual\u2010level predictors of intervention response. The partnerships also provide in\u2010depth knowledge of student characteristics and classroom practices, which, when combined with the data we acquire, may facilitate optimisation of instructional approaches. In this commentary, we discuss the creation of our partnerships, the scientific problem we are addressing (variable response to reading intervention), and the epistemological significance of researcher\u2013practitioner bi\u2010directional learning.<\/jats:p>","DOI":"10.1111\/1467-9817.12392","type":"journal-article","created":{"date-parts":[[2022,4,5]],"date-time":"2022-04-05T08:02:34Z","timestamp":1649145754000},"page":"367-384","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Researcher\u2013practitioner partnerships and in\u2010school laboratories facilitate translational research in reading"],"prefix":"10.1111","volume":"45","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2890-2519","authenticated-orcid":false,"given":"Nicole","family":"Landi","sequence":"first","affiliation":[{"name":"Department of Psychological Sciences University of Connecticut  Storrs CT USA"},{"name":"Haskins Laboratories  New Haven CT 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