This bill changes parts of the Elementary and Secondary Education Act to promote reading instruction that the bill calls the "science of reading." It adds a definition of the science of reading that lists phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing as essential components, and says it also includes background knowledge and oral language. The bill removes the "three-cueing model" from the list of approaches that can be part of comprehensive literacy instruction and defines the three-cueing model as using context, pictures, syntax, or visual memory as the main way to teach word recognition. The bill also requires State applications for certain literacy grants to describe how their plans align to the science of reading, and it makes alignment to the science of reading a priority for Comprehensive Literacy State Development grants and related subgrants for birth-through-kindergarten and kindergarten-through-grade-12. The bill applies to funds awarded on or after enactment and says it does not change rights under IDEA, section 504, or the ADA, nor does it authorize federal employees to mandate specific local instructional content, standards, curricula, or programs.
No publicly available information. The bill text does not list dollar amounts, cost estimates, or new spending levels.
The bill seeks to promote the use of "evidence-based literacy instruction" and to prioritize grant funds for programs that are aligned to the bill's defined science of reading. It also aims to exclude the three-cueing model from comprehensive literacy instruction.
No publicly available information.