HR 7890 · In committee · last action September 17, 2026
<p><strong>Science of Reading Act of 2026</strong></p><p>This bill revises the Comprehensive Literacy State Development (CLSD) grant program to prioritize literacy instruction that is aligned to the science of reading.</p><p>Under the bill, <em>science of reading</em> 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. <em>Three-cueing model</em> 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.</p><p>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.</p><p>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.</p>
Erin Houchin (R-IN)
No votes recorded against this bill yet — vote coverage is a work in progress.
<p><strong>Science of Reading Act of 2026</strong></p><p>This bill revises the Comprehensive Literacy State Development (CLSD) grant program to prioritize literacy instruction that is aligned to the science of reading.</p><p>Under the bill, <em>science of reading</em> 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. <em>Three-cueing model</em> 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.</p><p>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.</p><p>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.</p>