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reasoning and an*logies. In Part 2 of my response to Willingham, let me get right to the evidence. I propose that he has quoted very selectively and drawn questionable conclusions from the research he does cite. is that he provides a paragraph of citations to support the claims he wishes to make on duration of intervention related to the strategies. Gail Lovette and I (2014) found three quantitative reviews of RCS instruction in typically developing children and five reviews of studies of at-risk children or those with reading disabilities. All eight reviews reported that RCS instruction boosted reading comprehension, but NONE reported that practice of such instruction yielded further benefit. RCS instruction has a serious limitation. Its success is not due to the slow‐but‐steady improvement of comprehension skills, but rather to the learning of a bag of tricks. The strategies are helpful but they are quickly learned and don’t require a lot of practice. And there is actually plenty of data showing that extended practice of RCS instruction yields no benefit compared to briefer review. We know of eight quantitative reviews of RCS instruction, some summarizing studies of typically developing children (Fukkink & de Glopper, 1998; Rosenshine, Meister, & Chapman, 1996; Rosenshine & Meister, 1994) and some summarizing studies of at‐risk children or those identified with a learning disability (Berkeley, Scruggs, & Mastropieri, 2009; Elbaum, Vaughn, Tejero Hughes, & Watson Moody, 2000; Gajria, Jitendra, Sood, & Sacks, 2007; Suggate, 2010; Talbott, Lloyd, & Tankersley, 1994); none of these reviews show that more practice with a strategy provides an advantage. Ten sessions yield the same benefit as fifty sessions. The implication seems obvious; RCS instruction should be that practice of such instruction yielded further benefit.” In fact, even the original claim is over-stated, as we shall see. WHAT THE CITED STUDIES ACTUALLY SAY. Here is what we learn when we actually go to the studies that Willingham cites to make his point: