Sen. Martine LaRocque Gulick introduces bill to clarify literacy law screening and supports beyond K–3

Senator Martine LaRocque Gulick, sponsor of S.15, told the Education Committee on Feb. 6 that the bill is intended to correct a wording ambiguity in last year’s literacy legislation so required follow-up reading supports are not limited to kindergarten through third grade. "This bill is really focusing on the science of reading and instruction that's based in science and, you know, brain science and so on," she said.

The change targets one word in the statute that committee members said has caused confusion in schools. Under current law, screening for reading deficiencies like dyslexia was emphasized for K–3; a sentence that followed used the word "such" to refer back to schools with K–3 programs when describing who must provide supplemental reading instruction. Supporters said implementers interpreted that phrase to limit the follow-up requirement to K–3. S.15 would replace that phrasing so the requirement applies to "all public schools and approved independent schools that are eligible to receive public tuition." Beth St. James of the Office of Legislative Counsel walked the committee through the statutory placement of the change and its narrow scope, saying "the only change is on page 3, starting on line 8 and ending on line 9."

Committee members pressed on practical implications. Sponsors and members noted K–3 is a critical period when "you learn to read" and that screening was intended to identify students who need supports; at the same time they asked the committee to take testimony from educators about rollout and interpretation. Senator LaRocque Gulick said the committee should hold hearings to hear how the statutory language has been applied in practice and how the change might affect implementation.

Legislative counsel characterized the amendment as a substantive change to the statutory requirements rather than a mere technical correction; the sponsor said the legislative intent had been to provide supports beyond K–3 but that the language in current statute had created uncertainty for districts and independent schools. Counsel also noted portions of the statute cited in the bill are part of Title 16 provisions on preventing early school failure and that the underlying screening and determination mechanisms remain located elsewhere in statute.

No formal vote or committee action occurred; the item was introduced and committee members discussed taking testimony and next steps for consideration.