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H.R. 7890 · House bill · 119th Congress
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.
This Act may be cited as the “Science of Reading Act of 2026”.
(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.”.
(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.