This bill revises the Comprehensive Literacy State Development (CLSD) grant program to prioritize literacy instruction that is aligned to the science of reading.
Under the bill, science of reading is defined as an interdisciplinary body of evidence-based research about reading and issues related to reading and writing that (1) identifies instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing as essential components to skilled reading; (2) demonstrates the importance of background knowledge, oral language, the connection between reading and writing, and strong writing instruction; (3) explains why some students have difficulty with reading and writing; and (4) does not use a three-cueing model. Three-cueing model means an instructional approach or model that (1) uses meaning drawn from context, pictures, or syntax as the primary basis for teaching word recognition; or (2) teaches visual memory as the primary basis for word recognition.
Current law authorizes competitive CLSD grants to state educational agencies (SEAs) and, through them, competitive subgrants to local educational agencies for the development and implementation of a comprehensive literacy instruction plan, professional development, and other activities. Eligible early childhood education programs may also receive subgrants for early literacy services.
The bill (1) specifies that comprehensive literacy instruction for CLSD grants does not include the use of a three-cueing model, and (2) requires the Department of Education and SEAs to prioritize awarding CLSD grants and subgrants for evidence-based activities that are aligned to the science of reading.