SCIENCE OF READING ACT OF 2026

On 2026-09-16, Representative Erin Houchin (R-IN-9) delivered a floor speech titled "SCIENCE OF READING ACT OF 2026" in the House.

SCIENCE OF READING ACT OF 2026

Congressional Record, Volume 172 Issue 146 (Wednesday, September 16, 2026) [Congressional Record Volume 172, Number 146 (Wednesday, September 16, 2026)] [House] [Pages H5911-H5913] From the Congressional Record Online through the Government Publishing Office [ www.gpo.gov ] SCIENCE OF READING ACT OF 2026 Mr. WALBERG. Mr. Speaker, I move to suspend the rules and pass the bill (H.R. 7890) to amend the Elementary and Secondary Education Act of 1965 to exclude certain instructional approaches from comprehensive literacy instruction, to prioritize certain funds to promote the use of evidence-based literacy instruction and supports aligned to the science of reading, and for other purposes, as amended. The Clerk read the title of the bill. The text of the bill is as follows: H.R. 7890 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 ``Science of Reading Act of 2026''. SEC. 2. PROMOTING READING INSTRUCTION ALIGNED TO THE SCIENCE OF READING. (a) Comprehensive Literacy Instruction.--Section 2221(b) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6641(b)) is amended-- (1) in paragraph (1)-- (A) in subparagraph (K), by striking ``; and'' and inserting a semicolon; (B) in subparagraph (L), by striking the period and inserting ``; and''; and (C) by adding at the end the following: ``(M) does not include the use of a three-cueing model.''; and (2) by adding at the end the following: ``(4) Science of reading.--The term `science of reading' means an interdisciplinary body of evidence-based research about reading and issues related to reading and writing that-- ``(A) identifies instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing as essential components to skilled reading; ``(B) demonstrates the importance of background knowledge, oral language, the connection between reading and writing, and strong writing instruction; ``(C) explains why some students have difficulty with reading and writing; and ``(D) does not use a three-cueing model. ``(5) Three-cueing model.--The term `three-cueing model' means an instructional approach or model that-- ``(A) uses meaning drawn from context, pictures, or syntax as the primary basis for teaching word recognition (commonly referred to as `meaning, structure and syntax, and visual cues' or `MSV'); or ``(B) teaches visual memory as the primary basis for word recognition.''. (b) State Applications for Comprehensive Literacy State Development Grants.--Section 2222(d)(2) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6642(d)(2)) is amended by inserting at the end-- ``(F) A description of the extent to which the State comprehensive literacy instruction plan is aligned to the science of reading.''. (c) Comprehensive Literacy State Development Grant Priority.--Section 2222(e) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6642(e)) is amended by striking the period at the end and inserting ``, that are aligned to the science of reading.''. (d) Comprehensive Literacy State Development Subgrant Priority.-- (1) Birth through kindergarten entry.--Section 2223(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6643(c)) is amended-- (A) by striking ``grants'' and inserting ``subgrants''; (B) by striking ``grant'' and inserting ``subgrant''; and (C) by striking the period at the end and inserting ``, that are aligned to the science of reading.''. (2) Kindergarten through grade 12.--Section 2224(b) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6644(b)) is amended-- (A) by striking ``grants'' and inserting ``subgrants''; and (B) by striking the period at the end and inserting ``that are aligned to the science of reading.''. SEC. 3. GENERAL PROVISIONS. (a) Applicability.--This Act and the amendments made by this Act shall apply with respect to funds awarded under the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 note et seq.) on or after the date of the enactment of this Act. (b) Rules of Construction.--Nothing in this Act or the amendments made by this Act shall be construed to-- (1) limit or alter the rights, protections, and individualized instructional requirements under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794), or the Americans with Disabilities Act (42 U.S.C. 12101 et seq.); or (2) authorize any officer or employee of the Federal Government to mandate, direct, or control a State, local educational agency, or school's specific instructional content, academic standards and assessments, curricula, or program of instruction. The SPEAKER pro tempore. Pursuant to the rule, the gentleman from Michigan (Mr. Walberg) and the gentleman from Virginia (Mr. Scott) each will control 20 minutes. The Chair recognizes the gentleman from Michigan. general leave Mr. WALBERG. Mr. Speaker, I ask unanimous consent that all Members may have 5 legislative days in which to revise and extend their remarks and to include extraneous material on H.R. 7890. The SPEAKER pro tempore. Is there objection to the request of the gentleman from Michigan? There was no objection. Mr. WALBERG. Mr. Speaker, I yield myself such time as I may consume. Mr. Speaker, I rise today in strong support of H.R. 7890, the Science of Reading Act of 2026. Mr. Speaker, I could stand here and rattle off test score after test score and study after study, but I will spare us the time and give you the gist: Our children's literacy rates are plummeting. How did we get here? There are many reasons, but one is that, for generations, students were taught to read through phonics by identifying letters and the sounds they represent. In recent years, some educators have moved away from phonics and encouraged students to guess words based on context or pictures. This approach has failed too many students. How can a child learning to read be expected to use comprehension skills they haven't developed yet? It is clear why this doesn't work. The Science of Reading Act puts phonics-based instruction at the forefront of Federal literacy funding. Mr. Speaker, I urge my colleagues to vote ``yes'' on H.R. 7890, and I reserve the balance of my time. [[Page H5912]] Mr. SCOTT of Virginia. Mr. Speaker, I yield myself such time as I may consume. Mr. Speaker, I rise in support of H.R. 7890, the Science of Reading Act, which the committee unanimously reported last March. This bipartisan bill strengthens federally funded literacy instruction. Specifically, the bill aligns Federal literacy funding with evidence-based reading instruction to ensure that competitive literacy grant programs supported under the Elementary and Secondary Education Act reflect what decades of research tell us about how students learn to read. Students learn to read through strong foundations in phonemic awareness, phonics, vocabulary, fluency, and comprehension. This bill is a reasonable, research-based approach to ensuring that Federal literacy funding supports practices that help students learn. Furthermore, the bill makes it clear that other methods can be used as secondary methods of literacy instruction to meet the needs of special populations, such as students with disabilities or multilingual learners. Mr. Speaker, I thank the gentleman from New York (Mr. Mannion) and the gentlewoman from Indiana (Mrs. Houchin) for their leadership on this issue. Right now, our Nation's students are counting on us to ensure that their schools have sustained investments to provide resources to help them learn and to ensure that their rights are protected. Unfortunately, instead of helping students to meet these challenges, the Trump administration is continuing its illegal efforts to dismantle the Department of Education through interagency agreements that would transfer core K-12 responsibilities, including administration of funding for low-income and rural schools, to the Department of Labor and other Departments. At a time when students need greater support, these actions threaten the Federal Government's ability to ensure educational opportunities for all students. Furthermore, last year, DOGE canceled all 5-year contracts with the regional education laboratories at the Institute of Education Sciences, which have helped States implement policies and identify best practices focused on evidence-based literacy instruction. While they were eventually reinstated, many staff members did not return, and progress made in assisting States was lost. At a moment when supporting education and addressing learning loss is critical, this administration is abandoning States in their efforts to help students recover academically. Despite these attacks, congressional Democrats remain committed to investing in public education; protecting the Department of Education; and ensuring that every child, regardless of background or ZIP Code, has access to high-quality education. That is why I am supporting this bill, and I hope we can build on this good work, continue to close achievement gaps, and prioritize student success. Mr. Speaker, I urge my colleagues to support the bill, and I reserve the balance of my time. Mr. WALBERG. Mr. Speaker, I yield 5 minutes to the gentlewoman from Indiana (Mrs. Houchin), the sponsor of this bill. {time} 1300 Mrs. HOUCHIN. Mr. Speaker, I rise today in strong support of H.R. 7890, the Science of Reading Act. Reading is a fundamental skill for future success. Last week, the Program for International Student Assessment results were published with global scores to test students' knowledge of the core subjects of reading, math, and science. Since 2018, reading scores for American students have steadily declined, dropping by 15 points. The National Assessment of Educational Progress' 12th grade scores have dropped to the lowest level since the assessment was first in

Referenced legislation: HR7890, HR7890