HR7890-119

What This Bill Does

The Science of Reading Act of 2026 changes Elementary and Secondary Education Act literacy grant rules. It defines "science of reading" as evidence-based research identifying phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing as essential components of skilled reading. The definition also includes background knowledge, oral language, the connection between reading and writing, explanations of reading and writing difficulty, and a ban on use of the three-cueing model.

The bill excludes three-cueing from comprehensive literacy instruction, requires state comprehensive literacy plans to describe the extent to which they align with the science of reading, and requires relevant state and local literacy subgrants to be aligned with the science of reading. The amendments apply to Elementary and Secondary Education Act funds awarded after enactment. The bill also says it does not limit IDEA, Section 504, ADA, or individualized instructional rights and does not authorize federal officials to mandate state, local educational agency, or school curricula, standards, assessments, or instruction.

Who Benefits and How

Students with reading difficulty benefit if federally funded literacy programs shift toward phonemic awareness, phonics, vocabulary, fluency, comprehension, writing, and related evidence-based practices. State literacy grant programs benefit from a clearer federal standard for science-of-reading alignment. Local educational agencies receiving literacy subgrants benefit from clearer eligible instructional approaches. Teachers using evidence-based reading instruction benefit from federal reinforcement of those methods. Students with disabilities benefit from explicit preservation of IDEA, Section 504, and ADA protections. Science-of-reading curriculum providers benefit if states and districts redirect literacy funds away from three-cueing materials.

Who Bears the Burden and How

State educational agencies must revise literacy plans and describe science-of-reading alignment. Local educational agencies must align relevant literacy subgrant activities to the new definition. School literacy administrators must avoid using three-cueing as a federally funded instructional model. Three-cueing curriculum vendors may lose federally funded opportunities. Department of Education grant staff must apply the new definitions while respecting state and local curriculum-control limits. Schools must continue meeting IDEA, Section 504, ADA, and individualized instruction requirements.

Key Provisions

• Defines science of reading for Elementary and Secondary Education Act literacy programs.
• Excludes the three-cueing model from comprehensive literacy instruction.
• Requires state comprehensive literacy plans to describe science-of-reading alignment.
• Requires state and local literacy subgrants to align with the science of reading.
• Applies the amendments to ESEA funds awarded after enactment.
• Preserves IDEA, Section 504, ADA, and state-local curriculum-control protections.