In this article, Michael Pressley, Nell Duke, and Erica Boling call for a second generation of scientifically based reading instruction that goes beyond the evidence currently informing public policy. The authors argue that the federal government's position on what constitutes "scientific research" embraces only a narrow range of potentially effective instruction. If this definition is expanded, educational policy, including for early reading instruction, can be much more successful. (Contains 3 endnotes.)