[Congressional Bills 116th Congress]
[From the U.S. Government Publishing Office]
[H.R. 6051 Introduced in House (IH)]
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116th CONGRESS
2d Session
H. R. 6051
To authorize a pilot program for dyslexia screening and early literacy
intervention using evidence-based services for students suspected of
having an early reading deficiency or dyslexia, and for other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
March 2, 2020
Ms. Houlahan (for herself and Mr. Westerman) introduced the following
bill; which was referred to the Committee on Education and Labor
_______________________________________________________________________
A BILL
To authorize a pilot program for dyslexia screening and early literacy
intervention using evidence-based services for students suspected of
having an early reading deficiency or dyslexia, and for other purposes.
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 Early and Addressing
Dyslexia Act'' or the ``READ Act''.
SEC. 2. FINDINGS; SENSE OF CONGRESS.
(a) Findings.--Congress finds the following:
(1) More than 30,000,000 adults in the United States are
not able to read or write above a third-grade level.
(2) Of adults in the United States who live in poverty,
nearly half have low levels of literacy.
(3) Children whose parents have low levels of literacy are
more than 70 percent more likely to also have low levels of
literacy and are more likely to get poor grades, display
behavioral problems, have high absentee rates, repeat school
years, or drop out.
(4) The 2019 National Assessment of Educational Progress
4th Grade Reading Level Assessment showed the national average
reading score for 2019 was lower than 2017.
(5) More than 70 percent of State prison inmates have low
levels of literacy.
(6) Low levels of literacy are connected to over
$230,000,000,000 a year in health care costs in the United
States.
(7) Dyslexia is thought to be the most common
neurocognitive disorder, affecting about 10 percent of children
in school.
(8) In 1997, Congress asked the Director of the National
Institute of Child Health and Human Development at the National
Institutes of Health, in consultation with the Secretary of
Education, to convene a national panel, the National Reading
Panel, to assess the status of research-based knowledge,
including the effectiveness of various approaches to teaching
children to read. The report, released in 2000, documented
overwhelming evidence that instruction in phonics enhances all
students' success in learning to read.
(9) In 2014, in response to the Pennsylvania General
Assembly's passage of Act 69 of 2014, the Pennsylvania
Department of Education developed the Dyslexia Screening and
Early Literacy Intervention Pilot Program, which established a
three-year early literacy intervention and dyslexia pilot
program using evidence-based screening and then evidence-based
instruction and intervention for students found to be at risk
for future reading difficulties. Such Program identified
students in kindergarten who were deemed at risk for reading
difficulties, including dyslexia, using screening tests.
(10) Alabama, Arkansas, Colorado, Connecticut, Kansas,
Louisiana, Montana, New Jersey, Oklahoma, Rhode Island, and
South Carolina have all commissioned task forces on early
literacy or dyslexia.
(11) Arkansas, Arizona, Oregon, Ohio, Indiana, Illinois,
Massachusetts, Montana, Nevada, North Dakota, South Carolina,
and Wyoming have put into place protocols and procedures to
screen for early reading deficiencies and dyslexia.
(b) Sense of Congress.--It is the sense of the Congress that--
(1) it is in the interest of the Nation to ensure all
children in the United States, regardless of ability,
disability, or circumstance, be afforded a high-quality
education that includes the promotion of literacy skills; and
(2) the Individual with Disabilities Education Act (20
U.S.C. 1400 et seq.) should be robustly funded.
SEC. 3. DEFINITIONS.
For the purposes of the pilot program authorized by this Act:
(1) Dyslexia.--The term ``dyslexia'' means a condition
that--
(A) is characterized by difficulty with accurate or
fluent word recognition and by poor spelling and
decoding abilities that typically results from a
deficit in one or more processes related to the
phonological component of language;
(B) is often unrelated to other cognitive abilities
and the provision of effective classroom instruction;
and
(C) may result in problems in reading comprehension
and reduced reading experience that may impede the
growth of vocabulary and background knowledge.
(2) Comprehensive literacy instruction.--The term
``comprehensive literacy instruction'' has the meaning given
such term in section 2221(b) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6641(b)).
(3) Intensive intervention.--
(A) In general.--The term ``intensive
intervention'' means a structured literacy program that
includes explicit, multisensory, and systematic phonics
instruction and is delivered in the manner proscribed
by the developer of the structured literacy program by
a teacher trained in such program.
(B) Phonics instruction terms.--With respect to
phonics instruction that is part of intensive
intervention--
(i) the term ``explicit'' means instruction
in which a teacher clearly explains and models
key skills, with well-chosen examples, and
students are not expected to develop the skills
based mainly on exposure and incidental
learning opportunities;
(ii) the term ``multisensory'' means
instruction that combines listening, speaking,
reading, and a tactile or kinesthetic activity;
and
(iii) the term ``systematic'' means
instruction that is planned and provided in
specific sequence, with important prerequisite
skills taught before more advanced skills, and
with care taken not to introduce skills in a
way that is confusing to students.
(4) Local educational agency.--The term ``local educational
agency'' has the meaning given such term in section 8101 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
7801).
(5) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(6) State educational agency.--The term ``State educational
agency'' has the meaning given such term in section 8101 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
7801).
SEC. 4. EARLY LITERACY AND DYSLEXIA INTERVENTION PILOT PROGRAM.
(a) Authorization.--Not later than 1 year after the date of
enactment of this Act, the Secretary shall establish an Early Literacy
and Dyslexia Intervention Pilot Program (hereinafter referred to as the
``Pilot Program''), in accordance with this Act, to award grants to
State educational agencies to provide evidence-based early screening,
multi-tier support systems, and comprehensive literacy education, using
evidence-based methods of screening and intensive intervention
identified in accordance with subsection (d), for students served by
the participating local educational agencies in such States. The early
screening and support systems identified in accordance with subsection
(d) and carried out under the Pilot Program shall screen and support
students for potential risk factors for early reading deficiencies and
dyslexia, such as low phonemic awareness, low letter and symbol naming,
and inability to remember sequences.
(b) Grant Selection and Distribution.--
(1) Grant selection.--The Secretary shall award grants
under this Act to 5 State educational agencies to participate
in the Pilot Program. The Secretary shall ensure that the State
educational agencies awarded grants under this Act serve
geographically, racially, and economically diverse student
populations.
(2) Grant period.--A grant awarded to a State educational
agency under this Act shall be for a period of 3 consecutive
school years, and shall be for not more than $500,000 for each
school year of the grant period.
(c) Participating Local Educational Agencies.--Each State
educational agency awarded a grant under this Act shall select no fewer
than 2 local educational agencies in the State to participate in the
Pilot Program under this Act. To be eligible to be selected as a
participating local educational agency, a local educational agency
shall--
(1) have a total enrollment of at least 3,000 students;
(2) provide full-day kindergarten; and
(3) submit an application to the State educational agency
at such time and containing such information as may be required
by the Secretary and the State educational agency.
(d) Identification of Evidence-Based Methods of Screening and
Intensive Intervention.--Not later than 6 months after the date of
enactment of this Act, the Secretary shall, in consultation with
recognized, expert organizations described in section 5(a)(1), State
educational agencies the Secretary is consulting with in accordance
with section 5(b), and the State educational agencies selected to
participate in the Pilot Program, identify--
(1) one or more intensive interventions for students in
kindergarten through grade 3, which shall include--
(A) phonological awareness and phonemic awareness;
(B) sound symbol recognition;
(C) alphabet knowledge;
(D) decoding skills;
(E) encoding skills; and
(F) rapid naming; and
(2) best practices to instruct educators on--
(A) the science of reading;
(B) how to execute the intensive interventions
identified in accordance with paragraph (1);
(C) understanding and identifying early reading
deficiencies and dyslexia, including how to execute
methods of screening identified in accordance with
paragraph (3); and
(D) how to execute the intensive intervention
identified in accordance with paragraph (4);
(3) one or more evidence-based methods of screening
appropriate for students in kindergarten through grade 3 for
potential risk factors for early reading deficiencies and
dyslexia, which may include the Dynamic Indicators of Basic
Early Literacy Skills tests and phonological and phonemic
processing and rapid automatized naming tests;
(4) evidence-based intensive intervention for students
identified as being at risk for, suspected of having, or having
early reading deficiencies or dyslexia, or both; and
(5) a methodology for evaluating the effects of the Pilot
Program on the students identified as having early reading
deficiencies or dyslexia, or both.
(e) Activities.--Each State educational agency participating in the
Pilot Program shall ensure that the following activities are carried
out using the methods of screening and intensive intervention
identified in accordance with subsection (d):
(1) Provide intensive interventions identified in
accordance with subsection (d)(1) that develop basic reading
skills and incorporate systematic phonics instruction to every
student in kindergarten through grade 3 who is served by a
participating local educational agency in the State.
(2) Three times during each school year during the grant
period, including at the beginning of the school year, during
the middle of the school year, and during the final academic
period of the school year, use evidence-based methods of
screening identified in accordance with subsection (d)(3) to
screen each student in kindergarten through grade 3 enrolled in
each participating local educational agency in the State for
low phonemic awareness and other evidence-based risk factors
for early reading deficiencies and dyslexia.
(3) For each student who is suspected of having an early
reading deficiency or dyslexia, or both, based on the results
of a screening conducted in accordance with paragraph (2)--
(A) notify the parent or guardian of such student
that the student was screened, the results of the
student's screening, and that the student is eligible
to receive reading intervention services as part of the
Pilot Program;
(B) provide to the parent or guardian of such
student information about additional screening and
services available through the Pilot Program, and
information on other resources available through the
local educational agency and State to parents and
students about early reading deficiencies and dyslexia,
and recommended evidence-based resources and
interventions; and
(C) in order to provide additional screening,
diagnostic assessments, or services to the student
under the Pilot Program, require consent from the
parent or guardian of such student indicating that the
parent or guardian voluntarily and knowingly consents
to the continued participation of the student in the
Pilot Program.
(4) For each student suspected of having an early reading
deficiency or dyslexia based on the results of a screening
whose parent or guardian has consented to continued
participation in the Pilot Program--
(A) conduct diagnostic assessments that--
(i) are nationally standardized, norm-
referenced screening assessments of
phonological awareness, alphabetic knowledge,
concept of word and grapheme phoneme
correspondence; and
(ii) are proven to have predictive validity
and classification accuracy; and
(B) provide intensive intervention identified in
accordance with subsection (d)(4) in areas identified
by the screening, diagnostic assessments, or progress
monitoring data collected by intervention teachers,
that includes timely targeted instruction and strategic
reteaching of specific unlearned material or concepts
until mastery is achieved.
(f) Student Participation.--Participation of a student in the Pilot
Program, including participation in screening and receipt of intensive
intervention, shall not at any time preclude a parent or guardian from
requesting or receiving an evaluation of such student for special
education services, including during the course of intensive
intervention carried out under the Pilot Program.
(g) Reports to Secretary.--At the end of each school year of the
Pilot Program, each participating State educational agency shall report
to the Secretary on the activities of the State educational agency, and
each participating local educational agency in the State, carried out
under the Pilot Program, including any data and information the
Secretary may require.
SEC. 5. CONSULTATION.
(a) Consultation and Grantee Assistance.--In establishing,
operating, and evaluating the Pilot Program, the Secretary shall--
(1) consult with nationally recognized organizations that
recognize, support, and advocate for science-based literacy
instruction, and specialize in, and have expertise with, the
scientific basis of dyslexia and intensive intervention; and
(2) provide State educational agencies participating in the
Pilot Program with assistance related to implementation and
execution of the Pilot Program, including access to--
(A) technical support mechanisms (such as training
and printed reference materials); and
(B) the State educational agencies consulting with
the Secretary in accordance with subsection (b).
(b) Consultation With State Educational Agencies.--
(1) In general.--Not later than 90 days after the date of
enactment of this Act, the Secretary shall select at least one
State educational agency with experience implementing and
carrying out a program similar to the Pilot Program to be
carried out by State educational agencies under this Act. The
Secretary shall consult with the selected State educational
agencies with respect to providing assistance to State
educational agencies participating in the Pilot Program. Such
assistance may include designated staff assistance,
conferences, shadowing, resource building and sharing, and any
other assistance the Secretary determines to be appropriate.
(2) Selection.--To be qualified to be selected as a State
educational agency to consult with the Secretary in accordance
with paragraph (1), a State educational agency shall--
(A) submit to the Secretary an application, at such
time and containing such information as the Secretary
may require; and
(B) have implemented, before the date of enactment
of this Act, and carried out for not less than one
calendar year before such date, a statewide program
that--
(i) incorporated evidenced-based reading
instruction for all students served by the
State;
(ii) identified students at-risk for early
reading deficiencies or dyslexia in
kindergarten;
(iii) provided evidenced-based intensive
intervention beginning in kindergarten for
students identified as at-risk;
(iv) collected data to study the impact of
such program; and
(v) used an outside research institution to
analyze the data and determine the impact on
student outcomes.
(3) Ineligibility for pilot program.--Any State educational
agency selected to consult with the Secretary for the purposes
of this subsection shall not be eligible for a grant to
participate in the Pilot Program.
SEC. 6. EVALUATION.
(a) Evaluation.--Not later than one year after the date of
enactment of this Act, the Secretary shall enter into a contract with a
nationally recognized educational evaluation institution or
organization to provide an evaluation of the Pilot Program, which shall
be completed not later than one year after the completion of the third
school year of the Pilot Program. Such evaluation shall review the
effectiveness of evidence-based early reading assistance programs for
students with risk factors for early reading deficiencies and dyslexia.
(b) Publication of Results.--The Secretary shall make available to
the public on the website of the Department of Education the results of
the evaluation carried out under subsection (a).
SEC. 7. REPORT; STUDY; RESOURCE SHARING.
(a) Pilot Program Report.--Not later than the 30 days after the
completion of the evaluation required under section 6, the Secretary
shall submit a report to Congress on the outcome of the Pilot Program
and other related matters. Such report shall include--
(1) qualitative and quantitative data on the outcomes of
State and local educational agencies and students who
participated in the Program;
(2) qualitative and quantitative data on the experience of
educators who participated in the Program;
(3) a list of the methods of screening used to evaluate
students for low phonemic awareness and other evidence-based
risk factors for early reading deficiencies and dyslexia, and
how many participating State educational agencies,
participating local educational agencies, and participating
schools used each such method;
(4) for each school year of the Pilot Program, the number
of students in kindergarten through grade 3 in each
participating State educational agency, participating local
educational agency, and participating school who were--
(A) screened for low phonemic awareness and other
evidence-based risk factors for early reading
deficiencies and dyslexia;
(B) suspected of having an early reading deficiency
or dyslexia based on the results of such screening; and
(C) identified as having early reading deficiencies
or dyslexia based on a diagnostic assessment; and
(5) any regulatory, legal, or resource barriers to
continuing and expanding the Program.
(b) Study.--Not later than 180 days after the completion of the
evaluation required under section 6, the Secretary shall provide to
Congress, based on the data collected as part of the Pilot Program and
evaluation carried out under this Act and any other data available to
the Secretary--
(1) an assessment of--
(A) the impact of practices put in place under the
Pilot Program, including the practice of instructing
teachers on the science of reading;
(B) the value of the inclusion of the science of
reading courses for teacher licensing and
certification; and
(C) how students perform when taught by teachers
who have received instruction on the science of
reading; and
(2) based on the data collected as part of the Program,
whether the Secretary recommends reconvening the National
Reading Panel.
(c) Resource Sharing.--Not later than January 1, 2024, the
Secretary shall use the report required under subsection (a) and the
results of the study under subsection (b) to create and make available
an online platform to provide State and local educational agencies with
resources to identify and best serve students in kindergarten through
grade 3 who are identified as being at risk for, suspected of having,
or having early reading deficiencies or dyslexia, which shall include--
(1) evidence-based methods of screening designed
specifically for students identified as being at risk for,
suspected of having, or having early reading deficiencies or
dyslexia;
(2) methods of targeted instruction for early reading
deficiencies and dyslexia;
(3) guidance on developing instructional plans for students
identified as having early reading deficiencies or dyslexia;
(4) developmentally appropriate curricula and engaging
instructional materials and practices for students identified
as having early reading deficiencies or dyslexia;
(5) structured multisensory approaches to teach language
and reading skills to all students, including students
identified as being at risk for, suspected of having, or having
early reading deficiencies or dyslexia; and
(6) a list of suggested training programs for teachers on
effective reading instruction methods.
SEC. 8. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated to award grants to State
educational agencies in accordance with this Act, not more than
$2,500,000 for each year of the Pilot Program.
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