Section 1 Short title
This Act may be cited as the “Science of Reading Act of 2026”.
Science of Reading Act of 2026
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.
Sec. 2 Promoting reading instruction aligned to the science of reading
Comprehensive literacy instruction— Section 2221(b) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6641(b)) is amended—
in paragraph (1)—
in subparagraph (K), by striking “; and” and inserting a semicolon;
in subparagraph (L), by striking the period and inserting “; and”; and
by adding at the end the following:
“(M) does not include the use of a three-cueing model.”
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.”
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.”
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.”.
Comprehensive literacy state development subgrant priority—
Birth through kindergarten entry— Section 2223(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6643(c)) is amended—
by striking “grants” and inserting “subgrants”;
by striking “grant” and inserting “subgrant”; and
by striking the period at the end and inserting “, that are aligned to the science of reading.”.
Kindergarten through grade 12— Section 2224(b) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6644(b)) is amended—
by striking “grants” and inserting “subgrants”; and
by striking the period at the end and inserting “that are aligned to the science of reading.”.
Sec. 3 General provisions
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.
Rules of construction— Nothing in this Act or the amendments made by this Act shall be construed to—
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
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.