S. 4689 — READ Act

This section sets forth the purposes of the Act to increase literacy proficiency among elementary and secondary students through science of reading-aligned instruction, support state educational agencies in implementing evidence-based policies, improve teacher preparation and professional development, promote early identification and intervention for students at risk of reading difficulties including dyslexia, support data-driven strategies to close opportunity gaps, and protect literacy research capacity through comprehensive centers and the Institute of Education Sciences.

This section sets forth congressional findings on literacy in the United States, including that 35 percent of 8th graders are proficient in reading and one-third perform below the basic level on the National Assessment of Educational Progress; 28 percent of adults perform at the lowest literacy level; illiteracy costs taxpayers $224 billion and companies $40 billion annually; and existing federal programs under the Elementary and Secondary Education Act, the Adult Education and Family Literacy Act, and the Museum and Library Services Act are insufficient to address the crisis.

This section defines three terms for the Act. It defines "evidence-based" by reference to section 8101(21) of the Elementary and Secondary Education Act of 1965, excluding subclause (III) of subparagraph (A)(i). It defines "science of reading" as interdisciplinary research on explicit, systematic instruction in phonemic awareness, phonic decoding, fluency, vocabulary, and related components that excludes three-cueing models. It defines "three-cueing model" as instruction that relies primarily on context, pictures, syntax, or visual memory for word recognition.

This section expands literacy improvement grants to State educational agencies to include implementing statewide policies and systems of support for local educational agencies and educator preparation programs. It reserves up to 10 percent of funds for grants to low-performing States (those ranking in the lowest quintile on NAEP 4th-grade reading for the two most recent cycles), requires a national independent evaluation with specified research standards and cancellation protections, and updates application contents, priorities, and required State activities to emphasize universal early literacy screenings, materials and training aligned with the science of reading, and educator engagement.

This section requires each school receiving assistance under the Elementary and Secondary Education Act that serves any of kindergarten through grade 8 to notify parents of students identified as at risk of reading difficulties or performing below grade level in reading. Notifications must occur within 30 days after the start of the school year for grades 4–8 or after screening for younger students, include assessment results and planned supports, be provided in the parent’s primary language to the extent practicable, and may be supplemented with additional information; the Secretary must develop and post model templates on the Department’s website.

This section applies the Act and its amendments to Elementary and Secondary Education Act funds awarded on or after the date of enactment. It preserves all rights, protections, and individualized instructional requirements under the Individuals with Disabilities Education Act, section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990, and prohibits any federal officer or employee from mandating, directing, or controlling state or local instructional content, academic standards and assessments, curricula, or programs of instruction.