Bill Summary
The "Science of Reading Act of 2026" aims to amend the Elementary and Secondary Education Act of 1965 by promoting evidence-based literacy instruction aligned with the "science of reading." This legislation explicitly excludes the "three-cueing model," an instructional approach that relies on context, pictures, and syntax for teaching word recognition.
Key provisions include:
1. **Definition of Science of Reading**: Establishes a clear definition of the "science of reading," which encompasses essential components of reading instruction such as phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing. It emphasizes the importance of background knowledge and the connection between reading and writing.
2. **Grant Prioritization**: States applying for comprehensive literacy development grants must demonstrate alignment with the science of reading. This includes plans for both early education (birth through kindergarten) and K-12 education that prioritize evidence-based literacy instruction.
3. **General Provisions**: The act clarifies that it does not alter existing rights under special education laws and does not give federal authorities control over local instructional content or curriculum decisions.
Overall, the legislation seeks to enhance literacy education by ensuring that instructional practices are rooted in research-backed methodologies.
Possible Impacts
The "Science of Reading Act of 2026" introduces specific changes to literacy instruction approaches in educational settings. Here are three examples of how this legislation could affect people:
1. **Students' Literacy Development**: By prioritizing instructional methods aligned with the "science of reading," which includes evidence-based practices like phonemic awareness and phonics, students may experience improved reading outcomes. This could lead to a more systematic approach to literacy development, helping struggling readers acquire essential skills more effectively and reducing the number of students falling behind in reading proficiency.
2. **Educators' Instructional Strategies**: Teachers may need to adapt their teaching methods to comply with the new legislation that excludes the three-cueing model. This could require professional development and training to ensure that educators are equipped to implement the science of reading approaches. As a result, teachers may find their instructional practices shifting toward more structured and evidence-based strategies, which could enhance their effectiveness in teaching reading.
3. **Funding and Resource Allocation**: States and local educational agencies will need to align their comprehensive literacy instruction plans with the science of reading to qualify for grants and subgrants. This could result in changes to how educational resources are distributed, potentially leading to increased funding for programs that prioritize evidence-based reading instruction. Consequently, schools may have access to better materials and supports that promote effective reading practices, benefiting both students and educators.
[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H.R. 7890 Introduced in House (IH)]
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119th CONGRESS
2d Session
H. R. 7890
To amend the Elementary and Secondary Education Act of 1965 to exclude
certain instructional approaches from comprehensive literacy
instruction, to prioritize certain funds to promote the use of
evidence-based literacy instruction and supports aligned to the science
of reading, and for other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
March 12, 2026
Mrs. Houchin (for herself, Mr. Mannion, and Mr. Kiley of California)
introduced the following bill; which was referred to the Committee on
Education and Workforce
_______________________________________________________________________
A BILL
To amend the Elementary and Secondary Education Act of 1965 to exclude
certain instructional approaches from comprehensive literacy
instruction, to prioritize certain funds to promote the use of
evidence-based literacy instruction and supports aligned to the science
of reading, and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Science of Reading Act of 2026''.
SEC. 2. PROMOTING READING INSTRUCTION ALIGNED TO SCIENCE OF READING.
(a) Comprehensive Literacy Instruction.--Section 2221(b) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6641(b)) is
amended--
(1) in paragraph (1)--
(A) in subparagraph (K), by striking ``; and'' and
inserting a semicolon;
(B) in subparagraph (L), by striking the period and
inserting ``; and''; and
(C) by adding at the end the following:
``(M) does not include the use of a three-cueing
model.''; and
(2) by adding at the end the following:
``(4) Science of reading.--The term `science of reading'
means an interdisciplinary body of evidence-based research
about reading and issues related to reading and writing that--
``(A) identifies instruction in phonemic awareness,
phonics, vocabulary, fluency, comprehension, and
writing as essential components to skilled reading;
``(B) demonstrates the importance of background
knowledge, oral language, the connection between
reading and writing, and strong writing instruction;
``(C) explains why some students have difficulty
with reading and writing; and
``(D) does not use a three-cueing model.
``(5) Three-cueing model.--The term `three-cueing model'
means an instructional approach or model that--
``(A) uses meaning drawn from context, pictures, or
syntax as the primary basis for teaching word
recognition (commonly referred to as `meaning,
structure and syntax, and visual cues' or `MSV'); or
``(B) teaches visual memory as the primary basis
for word recognition.''.
(b) State Applications for Comprehensive Literacy State Development
Grants.--Section 2222(d)(2) of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6642(d)(2)) is amended by inserting at the end--
``(F) A description of the extent to which the
State comprehensive literacy instruction plan is
aligned to the science of reading.''.
(c) Comprehensive Literacy State Development Grant Priority.--
Section 2222(e) of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6642(e)) is amended by striking the period at the end and
inserting ``, that are aligned to the science of reading.''.
(d) Comprehensive Literacy State Development Subgrant Priority.--
(1) Birth through kindergarten entry.--Section 2223(c) of
the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6643(c)) is amended--
(A) by striking ``grants'' and inserting
``subgrants'';
(B) by striking ``grant'' and inserting
``subgrant''; and
(C) by striking the period at the end and inserting
``, that are aligned to the science of reading.''.
(2) Kindergarten through grade 12.--Section 2224(b) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
6644(b)) is amended--
(A) by striking ``grants'' and inserting
``subgrants''; and
(B) by striking the period at the end and inserting
``that are aligned to the science of reading.''.
SEC. 3. GENERAL PROVISIONS.
(a) Applicability.--This Act and the amendments made by this Act
shall apply with respect to funds awarded under the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6301 note et seq.) on or
after the date of the enactment of this Act.
(b) Rules of Construction.--Nothing in this Act or the amendments
made by this Act shall be construed to--
(1) limit or alter the rights, protections, and
individualized instructional requirements under the Individuals
with Disabilities Education Act (20 U.S.C. 1400 et seq.),
section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794),
or the Americans with Disabilities Act (42 U.S.C. 12101 et
seq.); or
(2) authorize any officer or employee of the Federal
Government to mandate, direct, or control a State, local
educational agency, or school's specific instructional content,
academic standards and assessments, curricula, or program of
instruction.
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