S. 5110 — Improving America's Literacy Act

This section prohibits the use of three-cueing models in comprehensive literacy instruction and defines such models as instruction that relies primarily on context, pictures, syntax, or visual memory for word recognition. It limits grants to State educational agencies to a maximum of 5 years, requires annual public reviews of literacy outcomes and activities, allows 2-year renewals upon demonstrated progress, and awards grants only to agencies that implement evidence-based strategies focused on phonemic awareness, phonics, fluency, vocabulary, and comprehension without three-cueing models.

This section requires states to allocate school improvement funds under section 1003 only to local educational agencies that ensure literacy activities funded with those grants are evidence-based under the definition in section 8101(21)(A)(i)(I) and use instructional strategies and materials focused on phonemic awareness, phonics, fluency, vocabulary, and comprehension. It also requires each local educational agency receiving such funds to assure compliance with these literacy requirements.

This section directs the Director of the Institute of Education Sciences to conduct research identifying and evaluating State and local strategies associated with sustained gains in student literacy achievement on State assessments and the National Assessment of Educational Progress. It requires the Director to submit a report on the findings to the Senate Committee on Health, Education, Labor, and Pensions and the House Committee on Education and Workforce within 5 years of enactment, disseminate the results through regional educational laboratories, and post them publicly on the Department of Education website.

This section preserves the 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. It also prohibits any federal officer or employee from mandating, directing, or controlling a state, local educational agency, or school’s instructional content, academic standards and assessments, curricula, or program of instruction.