This bill, known as the Reading Excellence and Achievement for Development Act or the READ Act, seeks to significantly improve literacy proficiency among elementary and secondary students by mandating instruction aligned with the science of reading . It addresses a national literacy crisis, citing concerning statistics from the National Assessment of Educational Progress (NAEP) and the high economic cost of illiteracy. The legislation aims to ensure students graduate with the reading and writing skills necessary for success in the workforce and life. The bill defines the "science of reading" as an interdisciplinary body of research emphasizing explicit, systematic instruction in essential components like phonemic awareness, phonics, fluency, and comprehension, while explicitly prohibiting the three-cueing model . It amends the comprehensive literacy State development grant program under the Elementary and Secondary Education Act of 1965. These amendments include reserving funds for national activities, grants to eligible low-performing states based on NAEP scores, and support for schools operated by the Bureau of Indian Education and outlying areas. States receiving grants must develop comprehensive literacy instruction plans, implement universal early literacy screenings, and increase access to high-quality instructional materials aligned with the science of reading. They are also required to deliver professional development and coaching for educators, update state licensure standards, and evaluate teacher preparation programs. A significant portion of grant funds, not less than 75 percent, must be allocated as subgrants to local educational agencies (LEAs) to carry out similar activities at the local level. LEA activities can include strengthening literacy instruction, employing and training literacy coaches, purchasing science of reading-aligned materials, conducting screenings, and providing direct services like high-impact tutoring. States must annually report implementation data, including student screening and intervention rates, teacher professional development, and the use of high-quality instructional materials. The bill also requires states to review teacher preparation programs and update teacher licensure or certification standards to reflect competency in science of reading-aligned practices. Furthermore, the bill introduces a new parent reporting requirement for schools receiving federal assistance. Schools must notify parents of students identified as at risk of reading difficulties or performing below grade level, providing assessment results, planned supports, and ways parents can help at home. The Secretary is tasked with developing model notification templates, and all reports must be provided in the parent's primary language where practicable. The legislation clarifies that it does not limit existing disability rights or authorize federal control over specific instructional content or curricula.