Two bills related to reading instruction and learning disabilities advanced out of the Senate’s Health, Education, Labor and Pensions Committee this week, signaling increased federal engagement with reading education policy.
The bipartisan READ Act would modify existing federal literacy grant programs to require early screening for reading difficulties and the use of evidence-based reading instruction methods. The legislation would also redirect a portion of funding to states with the lowest fourth-grade reading scores on national assessments. Currently, the Comprehensive Literacy State Development grant program distributes approximately $194 million annually to 23 states. The bill passed on a 20-2 committee vote and includes provisions encouraging investment in teacher training, instructional materials, tutoring, and summer programs.
The second bill, the 21st Century Dyslexia Act, would establish dyslexia as a distinct disability category under federal law rather than grouping it with other specific learning disabilities. Supporters argue this reclassification, similar to how autism is currently categorized, could increase identification and access to support services. The bill passed narrowly on a 12-10 vote. However, major disability advocacy organizations, including the Council for Exceptional Children and the International Dyslexia Association, oppose the measure, citing concerns about its definition of dyslexia based on an “intelligence discrepancy” model that many researchers believe may leave some children undiagnosed.
The READ Act reflects broader momentum in the “science of reading” movement, with more than 40 states having enacted related legislation since 2020. The federal proposal draws support from over 100 reading advocacy groups. However, some policy experts question whether federal action is necessary given existing state-level progress and warn of potential unintended consequences from federal involvement. Both bills now proceed to the full Senate for consideration.
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