S. 4689

[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[S. 4689 Introduced in Senate (IS)]

<DOC>

119th CONGRESS
2d Session
S. 4689

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.

_______________________________________________________________________

IN THE SENATE OF THE UNITED STATES

June 4, 2026

Mr. Cassidy (for himself, Ms. Hassan, Mr. Banks, Mr. Hickenlooper, Mr. 
Scott of South Carolina, and Mr. Kelly) introduced the following bill; 
which was read twice and referred to the Committee on Health, 
Education, Labor, and Pensions

_______________________________________________________________________

A BILL

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.

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 ``Reading Excellence and Achievement 
for Development Act'' or the ``READ Act''.

SEC. 2. PURPOSES.

The purposes of this Act are to--
(1) increase literacy proficiency among students in 
elementary schools and secondary schools through the use of 
science of reading-aligned instruction so that students 
graduate from high school with the reading and writing skills 
needed to succeed in the workforce and in life;
(2) support State educational agencies in implementing 
evidence-based policies aligned with the science of reading;
(3) improve teacher preparation and professional 
development for school-based staff, including through coaching 
and deliberate, dedicated professional collaboration, to 
support evidence-based literacy instruction;
(4) promote early identification and intervention for 
students at risk of reading difficulties, including dyslexia;
(5) support data-driven literacy strategies to support all 
students and to close opportunity gaps across student 
subgroups; and
(6) protect and strengthen literacy research capacity 
through comprehensive centers and the Institute of Education 
Sciences.

SEC. 3. FINDINGS.

Congress finds the following:
(1) Literacy is a cornerstone for personal growth, economic 
opportunity, and a strong society.
(2) The 2024 National Assessment of Educational Progress 
reported that--
(A) only 35 percent of the 8th grade class of 2024 
were proficient in reading; and
(B) one-third of 8th graders performed below the 
National Assessment of Educational Progress basic 
level, the highest percentage ever recorded.
(3) The National Assessment of Educational Progress 
provides the only nationally representative, independent 
measure of student achievement over time, offering critical 
data on the readiness of United States students to compete in 
the global economy.
(4) The 2023 Program for the International Assessment of 
Adult Competencies estimates that 28 percent of adults in the 
United States perform at the lowest proficiency level of 
literacy, meaning they have substantial difficulty with 
everyday reading tasks.
(5) Illiteracy costs taxpayers $224,000,000,000 annually 
and costs United States companies nearly $40,000,000,000 
annually.
(6) The interdisciplinary body of research known as the 
``science of reading'' demonstrates the effectiveness of 
structured, evidence-based literacy instruction.
(7) Federal literacy programs under the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.), the 
Adult Education and Family Literacy Act (29 U.S.C. 3271 et 
seq.), and the Museum and Library Services Act (20 U.S.C. 9101 
et seq.) provide important foundations, but are insufficient to 
address the scale of the crisis.
(8) The United States is in the midst of a national 
literacy crisis, requiring strong Federal leadership in 
partnership with State educational agencies and local 
educational agencies to ensure that all students have the 
foundational literacy skills to thrive.

SEC. 4. DEFINITIONS.

In this Act:
(1) Evidence-based.--The term ``evidence-based'' has the 
meaning given the term in section 8101(21) of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 7801(21)), 
except that subclause (III) of subparagraph (A)(i) of such 
section shall not apply.
(2) Science of reading.--The term ``science of reading'' 
means an interdisciplinary body of research from cognitive 
science, neuroscience, and education that--
(A) demonstrates the explicit, systematic use of 
the essential components of phonemic awareness, phonic 
decoding, fluency, language structure, oral language, 
vocabulary, background knowledge, and literacy 
knowledge, which together lead to strong comprehension;
(B) recognizes the connection of reading and 
writing and the importance of strong writing 
instruction;
(C) does not use a three-cueing model; and
(D) is inclusive of comprehensive literacy 
instruction.
(3) Three-cueing model.--The term ``three-cueing model'' 
means an instructional approach 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.

SEC. 5. LITERACY IMPROVEMENT GRANTS.

Section 2222 of the Elementary and Secondary Education Act of 1965 
(20 U.S.C. 6642) is amended--
(1) in subsection (a)--
(A) in paragraph (1), by striking ``and'' after the 
semicolon;
(B) in paragraph (2), by striking the period at the 
end and inserting ``; and''; and
(C) by adding at the end the following:
``(3) implement statewide policies and systems of support 
to assist local educational agencies and educator preparation 
programs in improving literacy instruction and outcomes.'';
(2) by striking subsection (b) and inserting the following:
``(b) Reservation.--
``(1) In general.--From the amounts reserved to carry out 
this subpart for a fiscal year, the Secretary shall reserve--
``(A) not more than a total of 5 percent for 
national activities, which--
``(i) shall include funding for a national 
independent evaluation--
``(I) that shall be conducted in 
accordance with high-quality, rigorous 
research standards; and
``(II) that may not be canceled or 
deferred, unless the entity funded to 
conduct the evaluation violates the 
terms of the contract, has been given 
written justification for the 
contract's termination, and has been 
provided an opportunity to appeal the 
termination within 30 days of receiving 
the notice of termination; and
``(ii) may include support for the regional 
educational laboratories (described in section 
174 of the Education Sciences Reform Act of 
2002 (20 U.S.C. 9564)) and comprehensive 
centers (established pursuant to section 203 of 
the Educational Technical Assistance Act of 
2002 (20 U.S.C. 9602)) to support literacy 
research and technical assistance;
``(B) not more than 10 percent for grants to 
eligible States, as described in paragraph (2);
``(C) one half of 1 percent for the Secretary of 
the Interior to carry out a program described in this 
subpart at schools operated or funded by the Bureau of 
Indian Education; and
``(D) one half of 1 percent for the outlying areas 
to carry out a program under this subpart.
``(2) Grants to eligible low-performing states.--
``(A) In general.--The Secretary shall allot funds 
reserved under paragraph (1)(B) among eligible States 
described in subparagraph (B) in proportion to the 
number of students enrolled in public elementary 
schools and secondary schools in each such eligible 
State, except that no eligible State shall receive less 
than 0.5 percent of the amount reserved under paragraph 
(1)(B).
``(B) Eligible states.--A State is described in 
this subparagraph for a fiscal year if the State for 
the 2 most recent consecutive assessment cycles, ranks 
within the lowest quintile based on the percentage of 
students performing at or above the `basic' achievement 
level in 4th grade reading, as measured by the National 
Assessment of Educational Progress.
``(C) Needs assessment.--A State receiving funds 
under this paragraph shall, not later than 1 year after 
receiving such funds, conduct a needs assessment that 
analyzes literacy needs across the State and complete a 
comprehensive literacy instruction plan based on the 
results of such assessment.
``(D) Competitive grants to eligible states.--The 
Secretary may award grants, on a competitive basis, to 
eligible States under subsection (a) from amounts that 
are in addition to the amounts reserved under paragraph 
(1)(B).'';
(3) in subsection (d)(2)--
(A) by striking subparagraph (B) and inserting the 
following:
``(B) A description of how the State educational 
agency, in collaboration with the State literacy team, 
if applicable, will develop a State comprehensive 
literacy instruction plan or will revise and update an 
already existing State comprehensive literacy 
instruction plan, including how the State will--
``(i) implement universal early literacy 
screenings and intervention services for 
students at-risk of falling behind in becoming 
proficient in reading by third grade, which may 
include high-impact tutoring and summer 
learning programs;
``(ii) increase access for educators to 
high-quality instructional materials aligned 
with the science of reading;
``(iii) deliver professional development 
and instructional coaching for educators, with 
the input of educators, in high-needs schools 
with the lowest literacy outcomes;
``(iv) update State licensure or 
certification standards for teachers and 
evaluate teacher preparation programs to assess 
alignment with the science of reading; and
``(v) meaningfully engage educators from 
across the State to provide early and ongoing 
input on how to effectively support educators 
in improving instructional practice and 
educational outcomes.''; and
(B) in subparagraph (D), by striking ``subsection 
(f)(1)'' and inserting ``subsection (f)(2)'';
(4) by striking subsection (e) and inserting the following:
``(e) Priority.--In awarding grants under this section, the 
Secretary shall give priority--
``(1) to State educational agencies that will use the grant 
funds for evidence-based activities, defined for the purpose of 
this subsection as activities meeting the requirements of 
section 8101(21), except that subclause (III) of subparagraph 
(A)(i) of such section shall not apply; and
``(2) to States that demonstrate, based on the needs 
assessment described in subsection (d)(2)(A), that the State 
has not yet implemented, on a statewide basis, a comprehensive 
approach to the required activities described in subsection 
(f)(1)(A).'';
(5) by striking subsection (f) and inserting the following:
``(f) State Activities.--
``(1) In general.--
``(A) Required uses.--Each State that receives a 
grant under this section shall use grant funds not 
allocated under paragraph (2) to carry out the 
following:
``(i) Ensure pre-service training and in-
service training are aligned between them and 
with the science of reading and designed, in 
collaboration with teachers and institutions of 
higher education, to support teachers in 
understanding the evidence base on how students 
learn to read and in using evidence-based 
instructional materials and practices in their 
classrooms, which may include--
``(I) creating statewide and 
regional literacy coaching networks;
``(II) evaluating teacher 
preparation programs to strengthen 
coursework and training in the science 
of reading;
``(III) updating State licensure or 
certification standards to reflect the 
science of reading; and
``(IV) providing pre-service and 
in-service training for educators on 
evidence-based screening, assessment, 
and progress monitoring and instruction 
for students with dyslexia.
``(ii) Implement evidence-based 
interventions aligned with the science of 
reading and designed to prepare students for 
success with grade-level work in their core 
classes, which may include high-impact tutoring 
and summer learning programs.
``(iii) Provide universal early literacy 
screening, including for dyslexia, at least 
once before the third grade, with more regular 
literacy screenings encouraged as a tool to 
help identify reading difficulties early and 
ensure support is provided to struggling 
readers.
``(iv) Develop, incentivize, and support 
the adoption and implementation of a 
recommended list of high-quality instructional 
materials aligned with the science of reading.
``(v) Convene and solicit input from 
educators as collaborative, expert partners to 
advise on improving pre-service training, in-
service training, and identify other supports 
that they may need to successfully implement 
the science of reading in classrooms.
``(vi) On an annual basis, collect and 
publicly report implementation data, which 
shall include--
``(I) the number and percent of 
students receiving screenings and 
interventions for learning 
difficulties, disaggregated by grade 
level and disaggregated by each of the 
subgroups of students, as defined in 
section 1111(c)(2);
``(II) the number and percent of 
pre-service and in-service teachers 
receiving professional development and 
coaching grounded in the science of 
reading; and
``(III) the number of local 
educational agencies using high-quality 
instructional materials aligned with 
the science of reading as recommended 
by the State.
``(B) Prohibition of inclusion of personally 
identifiable information.--A State shall not include 
any personally identifiable information in data 
reported under subparagraph (A)(vi).
``(2) Subgrants.--Each State that receives a grant under 
this section shall allocate not less than 75 percent of the 
grant funds to award subgrants to local educational agencies to 
enable the local educational agencies to carry out activities 
to improve literacy, such as--
``(A) strengthening literacy instruction aligned to 
the science of reading in elementary schools and 
secondary schools, including through in-service 
training for educators;
``(B) employing and training literacy instructional 
coaches and interventionists;
``(C) purchasing and adopting high-quality 
instructional materials aligned with the science of 
reading;
``(D) conducting universal early literacy 
screenings, including for dyslexia;
``(E) providing direct services to students, which 
may include high-impact tutoring and summer learning 
programs, designed to help students reach proficiency 
in grade-level literacy standards;
``(F) conducting outreach to parents and families 
to help them support their child's learning at home 
with strategies grounded in the science of reading;
``(G) supporting evidence-based bilingual literacy 
instruction, including biliteracy development aligned 
with the science of reading; and
``(H) convening and soliciting early and ongoing 
input from educators as collaborative, expert partners 
to advise on improving in-service training and identify 
other supports that they may need to successfully 
implement the science of reading in classrooms.
``(3) Grantee requirements.--Each State that receives a 
grant under this section shall--
``(A) comply with a biennial evaluation by the 
Secretary assessing the impact of the activities funded 
under this grant program; and
``(B) ensure that funds provided under this section 
are used to supplement, and not supplant, any State or 
local funds that would otherwise be used for literacy 
instruction, teacher preparation, or interventions.
``(4) Teacher preparation requirements.--
``(A) Alignment with the science of reading.--Each 
State that receives a grant under this section shall 
complete and publish, not later than 2 years after 
receiving the grant funds, a review of all teacher 
preparation programs in the State to assess alignment 
with the science of reading and make recommendations to 
programs, as appropriate, for better aligning course 
offerings to the science of reading.
``(B) Licensure or certification requirements.--
Each State that receives a grant under this section 
shall update or establish licensure or certification 
standards for public school teachers in grades 
kindergarten through 8, which reflect competency in 
instructional practices aligned with the science of 
reading.''; and
(6) by adding at the end the following:
``(g) Definitions.--In this section--
``(1) the terms `evidence-based' and `science of reading' 
have the meanings given the terms in section 4 of the Reading 
Excellence and Achievement for Development Act;
``(2) the term `high-impact tutoring' means a form of 
teaching that--
``(A) is conducted 1-on-1 or in small groups;
``(B) is intended to complement core classroom 
instruction; and
``(C) includes--
``(i) substantial time each week engaged in 
tutoring with trained personnel;
``(ii) a sustained and strong relationship 
between the student and tutor;
``(iii) progress monitoring of student 
knowledge and skills attainment;
``(iv) an alignment with core classroom 
instruction; and
``(v) supportive coaching for the tutor to 
ensure quality interactions; and
``(3) the term `universal early literacy screening' means 
the systematic and periodic assessment of all students' 
foundational reading skills, including phonological and 
phonemic awareness, phonics, fluency, vocabulary, and 
comprehension, as developmentally appropriate, to identify 
those at risk for reading difficulties and to provide timely, 
evidence-based interventions.
``(h) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this section such sums as may be necessary 
for fiscal years 2026 through 2035.''.

SEC. 6. PARENT REPORTING.

(a) In General.--Subpart 2 of part F of title VIII of the 
Elementary and Secondary Education Act of 1965 (20 U.S.C. 7901 et seq.) 
is amended by adding at the end the following:

``SEC. 8549D. PARENT REPORTING.

``(a) In General.--
``(1) In general.--Each school receiving assistance under 
this Act that includes any of kindergarten through grade 8 
shall provide notification to the parent of any student who is 
identified as at risk of reading difficulties or performing 
below grade level in reading.
``(2) Notification.--The notification described in 
paragraph (1) shall--
``(A) be provided not later than 30 days after the 
beginning of the school year, for students in any of 
grades 4 through 8 who were identified as below grade 
level in reading on the previous year's summative 
assessment required under section 1111(b)(2)(B);
``(B) be provided not later than 30 days after a 
student is identified as at risk for reading 
difficulties on any universal early literacy screening 
(as defined in section 2222(g)(1)(C)) administered at 
any point during the school year; and
``(C) include--
``(i) the results of the assessment or 
screening;
``(ii) the supports that will be provided 
to the student to reach proficiency; and
``(iii) ways that the parent can support 
learning at home.
``(3) More regular notifications.--A school may provide 
more regular notification to a parent than that required under 
paragraph (2) and contain additional information in the 
notification to assist the parent in understanding and 
supporting the educational needs of their child.
``(b) Reports and Notices in Primary Languages.--A school shall 
provide each report and notification described in subsection (a) in the 
primary language of the parent, to the extent practicable.
``(c) Model Notification Templates.--The Secretary shall develop 
user-tested parental notification templates and other materials, as 
determined appropriate by the Secretary, for optional use by schools to 
help them fulfill the requirements under this section. These templates 
and materials must be made publicly available on the Department's 
website.''.
(b) Table of Contents.--The table of contents in section 2 of the 
Elementary and Secondary Education Act of 1965 is amended by inserting 
after the item relating to section 8549C the following new item:

``Sec. 8549D. Parent reporting.''.

SEC. 7. 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 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 of 1990 (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.
<all>