A study of state educational policymaking revealed a number of instances where assertions have been made about what the "research says" in offering support for particular policies; however, in many of these instances the available research seems to have been distorted or exaggerated in order to better leverage particular policy proposals. The role of decodable texts in beginning reading provides one example of such exaggerations. While several professional groups' position papers support the use of decodable texts, there was a shortage of research to back up such advocacy. The policymaking process on decodable texts observed in Texas has been replicated (with minor variations) in other states, despite the fact that even a cursory reading of the studies cited would have shown that no assertions about the benefits of decodable texts were warranted. The conclusion is that no one in an authoritative policymaking position actually bothered to read the research that was cited. (Contains 11 references.) (NKA)