The Rise of Evidence-Based Reading Instruction in State Legislatures: A Comprehensive Overview
Introduction
As the 2024 legislative session unfolds, the concept of “the science of reading” is gaining traction among governors and state legislators across the nation. This movement aims to transform reading instruction by aligning it with evidence-based practices, particularly in the early grades. Several states have already taken strides in this direction, and many more are poised to follow suit. This comprehensive analysis delves into the recent developments, initiatives, and debates surrounding the science of reading in various states.
State-Level Initiatives and Legislation
New York: Embracing Evidence-Based Reading Reforms
Governor Kathy Hochul’s proposed budget for 2025 includes a substantial investment in reading instruction reform. Her “Back to Basics” plan allocates $10 million for training 20,000 teachers in the science of reading. School districts will be required to review their curriculum and teaching approaches annually to ensure alignment with evidence-based practices. Governor Hochul emphasizes the importance of teaching phonics and explicit instruction in decoding skills.
Massachusetts: Launching a Five-Year Literacy Plan
Governor Maura Healey’s Literacy Launch program is a comprehensive five-year plan aimed at improving early literacy. It includes $30 million in funding for high-quality reading materials, professional development for teachers, and a mandate for teacher-preparation programs to teach evidence-based instructional approaches. Healey’s initiative is driven by the alarming finding that the majority of 3rd graders in Massachusetts did not meet expectations in English/language arts on recent state tests.
Maryland: Advancing Literacy Through the Science of Reading
The Maryland State Board of Education has approved a resolution requiring all literacy instruction to align with the science of reading by the 2024-25 school year. The resolution also tasks the state superintendent with drafting a comprehensive literacy plan, reviewing current literacy guidance, and establishing partnerships with teacher-preparation programs. Maryland’s interim superintendent, Carey Wright, a strong advocate for evidence-based practices, aims to replicate the success she achieved in Mississippi, where she led an overhaul of early reading instruction.
Indiana: Addressing Reading Proficiency and Retention
Two bills in Indiana address reading instruction policies. Senate Bill 1 would introduce a 3rd grade retention requirement and extend support for struggling readers through grade 8. Students who fail the 3rd grade reading test would repeat the grade, with certain exemptions. Senate Bill 6 focuses on identifying students in grades 4-8 who are not proficient in reading and developing a method for providing them with targeted support.
Iowa: Mandating Evidence-Based Reading Instruction
A bill in Iowa proposes mandating the use of evidence-based reading instruction and curricula beginning in July 2026. It also bans the use of cueing, a strategy that encourages students to rely on context clues to read words rather than exclusively relying on letter-sound correspondence. Governor Kim Reynolds has announced several reading initiatives, including a partnership with Lexia Learning for professional development and a requirement for prospective teachers to pass a nationally recognized test to earn a credential to teach reading.
Common Themes and Controversies
Emphasis on Evidence-Based Practices
A common thread among the initiatives and legislation is the emphasis on evidence-based practices in reading instruction. This approach emphasizes the importance of systematic and explicit instruction in phonics, phonemic awareness, fluency, vocabulary, and comprehension.
3rd Grade Retention: A Contentious Issue
The inclusion of 3rd grade retention requirements in some states has sparked debate. Proponents argue that holding students back gives them the additional time and support they need to catch up in reading. Opponents express concerns about the potential negative impact on students’ social, emotional, and academic well-being. Research on the effectiveness of 3rd grade retention is mixed, highlighting the need for careful consideration and additional support beyond traditional classroom instruction.
Banning Cueing: A Heated Debate
The ban on cueing has also generated controversy. Cueing involves encouraging students to use context clues to read words, rather than solely relying on letter-sound correspondence. While some argue that cueing can be a helpful strategy for struggling readers, others maintain that it can hinder the development of solid phonics skills. The debate reflects the ongoing discussion about the balance between explicit phonics instruction and the use of context in reading instruction.
The Road Ahead: Continued Progress and Refinement
The growing momentum behind the science of reading movement is likely to continue in the coming years. As more states adopt evidence-based reading instruction policies, the focus will shift to implementation, monitoring, and ensuring that all students have access to high-quality reading instruction. Continued research and collaboration among educators, policymakers, and researchers will be essential in refining and improving reading instruction practices to ensure that all students have the opportunity to become successful readers.