READ Act

Improved Literacy Instruction: The bill mandates that instruction be aligned with the "science of reading," which includes explicit and systematic use of phonemic awareness, decoding, and fluency (Section 2.a.3).

Targeted Support for At-Risk Students: States are required to implement universal early literacy screenings to identify students at risk of reading difficulties and provide timely interventions (Section s.3.d.2.A.i).

Increased Access to Tutoring: The bill promotes "high-impact tutoring," which involves small group or 1-on-1 instruction with trained personnel to complement classroom learning (Section 2.a.4).

Better Teacher Preparation: Grant funds are used to ensure pre-service and in-service training are aligned with the science of reading and help educators understand how students learn to read (Section 3.f.1.A.i).

Support for Specific Student Groups: The bill includes provisions for effective language instruction for English learners and children with disabilities (Section 2.b.2.N), as well as support for students at risk of dyslexia (Section 3.f.1.A.iv).

Parental Communication: The bill requires local educational agencies to provide parents with timely notification regarding their child's reading progress, including strategies to support learning at home (Section 3.d.2.F).

Exclusion of Certain Instructional Methods: The bill explicitly excludes "three-cueing models" or approaches that rely on context, pictures, or syntax for word recognition from the definition of comprehensive literacy instruction (Section 2.b.2.M).

Restrictions on Federal Authority: The Secretary is prohibited from issuing regulations that control a State or local educational agency's specific instructional content, academic standards, or curricula (Section 4.b).