The introduction of HB 998 is expected to significantly influence the state's education laws by requiring educational institutions to adopt and implement state-approved evidence-based reading curricula. This mandated approach aims to standardize reading instruction across the state, potentially improving overall literacy rates. Additionally, the legislation includes provisions for parental notification when a child is identified as having a reading deficiency, thus fostering greater involvement of families in their children's educational processes. Additionally, the bill outlines a requirement for the training of educators in implementing new reading instruction methods, indicating a commitment to ensuring that teachers are well-equipped to address students' literacy needs.
Summary
House Bill 998 aims to improve literacy rates in Pennsylvania by mandating evidence-based reading instruction for students in kindergarten through third grade. The bill introduces specific definitions and requirements related to reading instruction, including the adoption of a curriculum that aligns with the 'science of reading.' It emphasizes systematic and explicit instruction in various literacy skills such as phonemic awareness, decoding, vocabulary, and comprehension. The bill is designed to ensure that all students receive high-quality reading instruction to prevent reading deficiencies, including considerations for special education students. School entities are required to implement universal reading screenings and report on student progress annually.
Sentiment
The sentiment surrounding HB 998 appears to be largely supportive among educators and administrators who recognize the importance of structured reading instruction in early education. Proponents argue that such evidence-based approaches could dramatically reduce reading deficiencies, such as dyslexia, among young students, ultimately leading to better educational outcomes. However, there could be concerns regarding the logistics of implementation and the adequacy of resources available for training educators, which some stakeholders may view as potential roadblocks to effective execution.
Contention
Opposition to HB 998 may arise from concerns about the one-size-fits-all approach to reading instruction, particularly regarding the needs of diverse learners and the flexibility for teachers to utilize creative methods in their classrooms. Discussions may also center on the potential for increased mandates and regulations to overwhelm school entities, given the financial implications and need for adequate training and materials. These points of contention highlight the tension between establishing standardized practices and maintaining the flexibility to cater to individual student needs.
In evidence-based reading instruction, further providing for definitions and for evidence-based reading instruction curriculum and providing for reading screening, for reading deficiency and identification, for school entity duties and reading intervention plan, for parent notification, for grants to school entities, for funding and for reporting; and establishing the Evidence-based Reading Instruction Restricted Account.
In evidence-based reading instruction, further providing for definitions, providing for school entity duties related to evidence-based reading instruction, for school entity duties related to reading screening, for reading deficiency identification and parental notification, for reading intervention plans, for grant program, for funding, for reporting, for accountability and for construction.
Requires school districts to provide instructional programming and services in reading and literacy which are evidence based and aligned with state standards; requires teachers in grades pre-K through five to attend professional development courses in reading education.
In evidence-based reading instruction, further providing for definitions and for evidence-based reading instruction curriculum and providing for reading screening, for reading deficiency and identification, for school entity duties and reading intervention plan, for parent notification, for grants to school entities, for funding and for reporting; and establishing the Evidence-based Reading Instruction Restricted Account.