Sponsors (6)
The bill shifts federal resources and reporting toward evidence‑based early literacy instruction and targeted interventions—likely improving reading outcomes for many students—while imposing costs, compliance burdens, and limits on local curricular flexibility that could strain schools, states, and privacy protections.
Students (including English learners and children with disabilities) would receive reading instruction aligned to the evidence-based 'science of reading', improving decoding and comprehension outcomes.
Students at risk for reading problems would be identified earlier through universal early literacy screening, enabling timely interventions.
Children—especially in high‑needs and low‑income areas, tribal schools, and outlying territories—would gain access to federally funded interventions (high‑impact tutoring, summer learning) and targeted set‑asides, increasing support where needs are greatest.
Schools, districts, and taxpayers would face significant costs and staffing burdens to adopt new curricula, provide universal screenings, and deliver sustained high‑impact tutoring at scale.
Mandating alignment with a defined 'science of reading' and relying on research findings could reduce local curricular flexibility and professional judgment for teachers and programs.
New reporting, data collection, parent‑notification, and subgranting rules would create administrative and compliance burdens for States and LEAs and reduce State discretionary capacity (e.g., 75% subgrant requirement).
Based on analysis of 6 sections of legislative text.
Reauthorizes competitive State literacy grants, defines "science of reading," restricts DOE rulemaking over instructional content, requires IES research, and mandates timely NAEP State reports.
Official title: To strengthen literacy outcomes for all students, to amend the comprehensive literacy State development grant program, and to ensure Federal accountability and investment in research, teacher preparation, and evidence-based instruction aligned with the science of reading.
Introduced August 3, 2026 by Lucy Mcbath · Last progress August 3, 2026
Provides competitive grants to states to develop and expand comprehensive literacy instruction from early childhood through grade 12, emphasizes evidence-based "science of reading" practices, and funds national technical assistance and evaluation. It also directs the Institute of Education Sciences to sponsor targeted reading research and requires timely, plain-language State NAEP reporting for reading and math results. Limits the Department of Education's regulatory authority by prohibiting the Secretary from defining "science of reading" or prescribing specific instructional materials, curricula, standards, or assessments; preserves IDEA, Section 504, and ADA protections.