Bill would steer federal reading grants toward programs based on the "science of reading"

The bill would add two definitions to Section 2221(b) of the Elementary and Secondary Education Act: "science of reading" and "three-cueing model." The "science of reading" is research that names phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing as essential parts of reading, and that does not use a three-cueing model. A three-cueing model teaches word recognition mainly from context, pictures, or sentence structure, or mainly from visual memory.

Federal comprehensive literacy instruction would not include the use of a three-cueing model. This adds item (M) to the list in Section 2221(b)(1) describing comprehensive literacy instruction.

States applying for comprehensive literacy grants would add a description of how well their state literacy plan matches the science of reading. This adds item (F) to the list in Section 2222(d)(2).

The existing priority rules for state grants and subgrants would add "aligned to the science of reading." This covers Section 2222(e), Section 2223(c) for birth through kindergarten entry, and Section 2224(b) for kindergarten through grade 12.

The changes would apply to funds awarded on or after the date the bill becomes law. The bill does not change disability rights laws or let federal officials control local teaching. This applies to funds awarded under the Elementary and Secondary Education Act. Nothing in the bill limits rights and protections under the Individuals with Disabilities Education Act, section 504 of the Rehabilitation Act, or the Americans with Disabilities Act. Nothing in the bill lets a federal officer mandate a state, district, or school's instructional content, standards, tests, curricula, or program of instruction. The changes apply to funds awarded on or after the date of enactment.