And Where States Stand Today
If We Know How Kids Learn to Read, Why Aren’t All Kids Learning?
There’s renewed national focus on how children learn to read – and lawmakers are paying attention. In early 2026, members of the U.S. House Appropriations Subcommittee held hearings on childhood literacy and the research known as the science of reading to understand what works and what doesn’t.
This isn’t a small academic debate. Reading proficiency is foundational to all future learning, yet national assessments continue to show persistent gaps in early literacy. Increasingly, leaders at all levels of education policy are asking: What helps children actually learn to read? What supports teachers so they can deliver instruction grounded in research? And how do we ensure implementation rather than simply passing laws?
What Is the Science of Reading?
The science of reading refers to a broad and well-established body of research – spanning education, cognitive science, psychology, linguistics, and neuroscience – on how reading skills develop in the brain and how instruction can effectively support that process.
This evidence emphasizes systematic, explicit instruction in core foundational skills, including:
• Phonemic awareness
• Phonics and decoding
• Fluency
• Vocabulary
• Comprehension
This research base goes beyond any single curriculum or program; it’s about aligning instruction with how reading actually develops neurologically and linguistically.
Federal Research Shifts
Last year, the Trump administration canceled nearly $900 million in contracts for research projects and services and cut most staff in the U.S. Department of Education’s Institute of Education Sciences – the federal arm responsible for funding and synthesizing rigorous education research, including literacy studies that inform state policy.
These reductions have raised concerns about sustaining the research backbone that underpins effective reading instruction at the state and local levels.
Where States Stand
Over the past decade, the policy landscape has changed dramatically. By early 2026, more than 40 states plus Washington, D.C., have enacted legislation or formal policies requiring or encouraging evidence-based reading instruction aligned with cognitive science research.
These laws typically address:
• Systematic and explicit foundational reading instruction
• Early screening and progress monitoring
• Professional learning requirements
• Accountability measures tied to literacy outcomes
The strength and scope of these laws vary widely. Some states have comprehensive mandates; others have guidance or partial reforms.
A small number of states have not yet passed comprehensive science-of-reading legislation. Because legislation evolves rapidly, readers can check the most up-to-date information for their own state through Education Week’s interactive tracker:
https://www.edweek.org/teaching-learning/which-states-have-passed-science-of-reading-laws-whats-in-them/2022/07
Why Legislation Alone Isn’t Enough
Passing a law is only the first step. Successful implementation depends on:
• High-quality professional development and coaching
• Alignment in teacher preparation programs
• Strong instructional leadership
• Ongoing data review and support systems
Without sustained training and infrastructure, policies risk becoming compliance exercises rather than instructional transformation.
Moving Forward
The current national focus on reading presents an opportunity. When policy, research, and professional learning align, classrooms change. Students receive instruction that reflects how the brain learns to read. Teachers gain clarity and confidence. Systems move from debate toward action.
The conversation is no longer whether research matters. The question now is whether we are willing to invest in an implementation that truly supports both educators and students.
