Policy

An example of legislation that defines reading as encompassing the five pillars, writing, oral language, background knowledge and motivation.

In SB 1572, Arizona defines essential reading components as “explicit and systematic instruction in: (a) phonological awareness, (b) phonics encoding and decoding, (c) vocabulary, (d) fluency, (e) comprehension, and (f) written and oral expression, including spelling and handwriting.” The bill also highlights the importance of “(d) sufficient background information and vocabulary to foster reading comprehension”, vocabulary, and “the development and maintenance of motivation to read.” 

An example of legislation that emphasizes oral language development as foundational to literacy.

IL SB 2243 highlights oral language development as a critical precursor to reading and writing. The bill states that “oral language development is a prerequisite for reading and writing that is nurtured from birth through talking, reading, story-telling, singing, nursery rhymes, and other language exposure and, as younger children develop, through intentional dialogue with rich vocabulary, home visiting programs, access to books, high-quality child care and preschool, and lived experiences that strengthen students' opportunity to build oracy skills, vocabulary, and background knowledge, leading to higher-level cognitive thinking.”

An example of legislation that supports writing instruction as a component of literacy.

In SB 129, Kentucky defines writing as “the purposeful act of thinking and expression that uses language to explore ideas and communicate meaning to others.” It recognizes that “writing is a complex, multifaceted act of communication.”

To support writing instruction, the law states that the “Kentucky Department of Education shall provide to all schools guidelines for including an effective writing program within the curriculum. Each school-based decision making council or, if there is no school council, a committee appointed by the principal, shall adopt policies that determine the writing program for its school and submit it to the Department of Education for review and comment. The writing program shall incorporate a variety of language resources, technological tools, and multiple opportunities for students to develop complex communication skills for a variety of purposes.”

An example of legislation that integrates culturally responsive-sustaining practices into early literacy.

New York’s S.8306C requires the commissioner to provide districts with “the instructional best practices for the teaching of reading to students in prekindergarten through grade three. Instructional best practices for the teaching of reading shall be evidence-based and scientifically based, focusing on reading competency in the areas of phonemic awareness, phonics, vocabulary development, reading fluency, comprehension, including background knowledge, oral language and writing, oral skill development, and align with the department's culturally responsive-sustaining framework.” 

This framework is grounded in four principles : (1) welcoming and affirming environment; (2) high expectations and rigorous instruction; (3) inclusive curriculum and assessment; and (4) ongoing professional learning. 

An example of legislation that situates learning to read within the science of learning and identifies the critical role of knowledge in supporting reading comprehension.

In FL CS/CS/HB 875 state-approved teacher preparation programs require teacher candidates to complete: “One introduction to education course that allows teacher candidates to demonstrate competency in the cognitive science of learning principles, including cognitive load theory, working memory, and long-term memory; retrieval practice;attention and selective attention; social science of motivation and persistence; background knowledge; and production effect.”

FL CS/CS/HB 875 establishes the Florida Center for Teaching Excellence, charged with preparing teachers statewide through “rigorous, evidence-based programs grounded in cognitive science, high-impact teaching strategies, and the implementation of knowledge-rich curricula.” In collaboration with the Center for Innovative Teaching and Learning at the University of South Florida, the center is directed to develop and deliver educator training programs that focus on “the effective use of knowledge-based curricula, highlighting when and how to incorporate intervention materials, and emphasize the importance of background knowledge in building advanced reading comprehension grounded in the science of reading and critical thinking skills.”

An example of legislation that defines the complex nature and many components of the science of reading.

Both IN HB 1558 and PA HB 1210 comprehensively define the science of reading in their state statutes. They describe the science of reading as “a vast, interdisciplinary body of scientifically based research that: (1) requires the explicit, systematic inclusion of the following five essential components: (A) phonemic awareness, (B) phonics, (C) fluency, (D) vocabulary, and (E) comprehension; (2) is supported by evidence that informs: (A) how proficient reading and writing develop; (B) why some students have difficulty with reading and writing; and (C) how to effectively assess and teach reading and writing to improve outcomes for all students; and (3) has a demonstrated record of success, and when implemented, leads to increased student competency in the areas of: (A) phonemic awareness; (B) phonics; (C) reading fluency; (D) vocabulary development; (E) oral language skills; (F) reading comprehension; and (G) writing and spelling.”

An example of a policy that centers leadership and coaching in building instructional capacity for reading.

UT SB 127 defines capacity-building leadership as the ability of school leaders to organize, support, and sustain professional learning that strengthens reading instruction across a school. The bill notes that “professional learning requires skillful leaders who develop capacity, advocate, and create support systems for professional learning,” and highlights the role of literacy coaches in “engaging in instructional coaching cycles with educators to build capacity for improved classroom instructional practices.”

An example of legislation that supports teachers by providing professional development across grade levels and subject areas.

TX SB 1267 expands literacy professional development beyond the early grades, stating that “the commissioner shall develop and make available literacy achievement academies for teachers who provide reading instruction to students at any grade level.” For teachers in grades K–3, the bill specifies that they “must receive training in: (A) effective and systematic instructional practices in reading, including phonemic awareness, phonics, fluency, vocabulary, and comprehension; and (B) the use of empirically validated instructional methods that are appropriate for struggling readers.” For teachers in grades 4–5, they “must receive training in practices that promote student development of reading comprehension and inferential and critical thinking; (B) the use of empirically validated instructional methods that are appropriate for struggling readers.” For teachers in grades 6–8, the bill states that “they must receive training in (A) strategies to be implemented in English language arts and other subject areas for multisyllable word reading, vocabulary development, and comprehension of expository and narrative text; (B) an adaptation framework that enables teachers to respond to differing student strengths and needs, including adaptations for emergent bilingual students or students receiving special education services; (C) collaborative strategies to increase active student involvement and motivation to read.” Lastly, the bill specifies that “for teachers who provide instruction in mathematics, science, or social studies to students at the sixth, seventh, or eighth grade level, [training] must include strategies for incorporating reading instruction into the curriculum for the subject area taught by the teacher.”

An example of a policy that includes PK–12 teachers in decision-making related to state literacy initiatives.

LA SB 150 creates the Louisiana Literacy Advisory Commission “for the purpose of providing recommendations for improving, strengthening, and supporting literacy in Louisiana.” The bill specifies that the commission’s membership includes PK–12 educators, including “one teacher selected by the Louisiana Association of Educators, one teacher selected by the Louisiana Federation of Teachers, and a teacher from Louisiana Key Academy appointed by the academy’s chief education officer,” formally incorporating teachers’ perspectives into state-level literacy recommendations.

An example of legislation that supports student literacy by leveraging partnerships with libraries and community organizations.

SC SB 0418 supports student literacy by requiring and encouraging school districts to build partnerships with community and cultural organizations to promote reading. The bill specifies that each district PK–12 reading proficiency plan shall “include strategically planned and developed partnerships with county libraries, state and local arts organizations, volunteers, social service organizations, and school media specialists to promote reading.” In addition, the bill encourages schools and districts to “partner with county or school libraries, institutions of higher learning, community organizations, faith-based institutions, businesses, pediatric and family practice medical personnel, and other groups to provide volunteers, mentors, tutors, space, or other support to assist with the provision of “summer reading camps.”

An example of legislation that supports student literacy by funding community-based home reading programs that actively engage families.

To involve families and community-based organizations in supporting students’ literacy development, MO SB 727 directs the state department of education to provide grants to eligible home reading programs run by nonprofit organizations that meet the required criteria: “(1) The program's objective is to deliver an evidence-based reading program consisting of books that are individually mailed to the residences of students in kindergarten to grade five following the selection of such books by such students, provided that each student shall be allowed to select books that he or she can read on his or her own with ease; (2) The program incorporates at least weekly phone calls, texts, or application notifications in multiple languages to the parent or guardian of each participating student to increase parental and family engagement throughout the duration of the program; (3) The program provides at least six, but not more than nine, student-selected new books that students are allowed to keep; (4) The program builds on pedagogical and literacy principles to improve reading comprehension with student exercises; (5) The program includes a customizable portal that generates individualized data reports for analysis of student progress; (6) The program collects, disaggregates, and distributes detailed data on all metrics of the program, such as parental engagement, books read, and demographic data.”

An example of legislation that promotes early literacy through community and library partnerships.

CO SB 20-185 supports students by expanding early access to books through the Colorado Imagination Library Program. The bill states that “a child’s early years play a pivotal role in the child’s literacy abilities” and that “literacy skills learned between birth and age 5 often predict literacy in later years,” noting that children who struggle with literacy early are “unlikely to catch up to their peers.” The legislation identifies access to books as a key literacy support, explaining that “access to printed reading materials is a key component in ensuring literacy among young children” and that “children with more exposure to printed reading materials excel in comprehension, technical reading, and spelling.” In response, the bill emphasizes that “it is imperative for children from birth to 5 years old to have access to high-quality, age-appropriate books on a monthly basis at no cost to families.” To achieve this goal, the bill requires the state librarian to contract with a nonprofit organization to “provide age-appropriate, high-quality books each month to eligible children at no cost to families,” defining an eligible child as “a child from birth to the child’s fifth birthday.”