READ Act

The Reading Excellence and Achievement for Development Act, or READ Act, seeks to significantly improve literacy outcomes for all students by amending and reauthorizing the Comprehensive Literacy State Development Grant program. The legislation places a strong emphasis on the "science of reading," defining it as an interdisciplinary body of research guiding explicit, systematic instruction in foundational reading skills. It also introduces definitions for "eligible low-performing State," "high-impact tutoring," and "universal early literacy screening." A key amendment to the definition of "comprehensive literacy instruction" explicitly excludes "three-cueing models" and visual memory as primary methods for word recognition, while emphasizing effective language instruction for English learners and students with disabilities. The bill reauthorizes competitive grants for State educational agencies, with an absolute priority for eligible low-performing States, and shortens the grant period to four years. Funds are specifically allocated across early childhood, elementary, and secondary grades. States receiving grants must develop comprehensive literacy plans that include implementing universal early literacy screenings and interventions, increasing access to high-quality instructional materials aligned with the science of reading, and providing professional development for educators. A crucial requirement is for States to evaluate teacher preparation programs to ensure alignment with the science of reading and to make recommendations for improvement. Furthermore, States must ensure local educational agencies provide timely and comprehensive notification to parents of students identified as at risk of reading difficulties. The bill mandates that States use grant funds to ensure pre-service and in-service training for educators is aligned with the science of reading, including support for dyslexia and other reading difficulties. Not less than 75 percent of grant funds must be allocated as subgrants to eligible entities for activities such as strengthening literacy instruction, employing literacy coaches, purchasing aligned instructional materials, and providing direct services like high-impact tutoring. These funds are intended to supplement, not supplant, existing State and local investments. To ensure accountability, States are required to submit annual public reports detailing screening and intervention data, teacher professional development, and the use of high-quality instructional materials. The Secretary of Education will then compile and submit biennial reports to Congress. Importantly, the bill includes provisions prohibiting the Secretary from issuing regulations that define the "science of reading" or mandate specific instructional content, academic standards, or curricula, while also affirming existing rights under disability laws. Finally, the Act expands the research and development mandate for the Director of the Institute of Education Sciences to include studies on comprehensive literacy instruction, reading stamina, writing instruction, and the impact of screentime and social media on cognitive capabilities. It also enhances NAEP reporting requirements, mandating that the Institute of Education Sciences publicly report State-specific NAEP data, including rankings and achievement gaps, within five days of its release.