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House approves $1 million for University-linked Reading Skills Development Center
Summary
The Utah House narrowly approved First Substitute HB63 to add a University of Utah–based Reading Skills Development Center to assess struggling readers, train reading specialists and deliver interactive instruction statewide; supporters cited research and rural access while opponents warned about cost, duplication and local control.
The Utah House on Feb. 17 passed First Substitute House Bill 63, authorizing funding to establish a Reading Skills Development Center affiliated with the University of Utah to assess struggling readers, train specialists and provide interactive training to teachers statewide.
Representative Morgan, the bill’s sponsor, told the chamber: “Too many of our children in this state cannot read well,” and described a center where “a parent could take a child and they could have that child assessed by a reading specialist” and where teachers statewide could access “the latest, the finest, up-to-date scientific research available on reading.” She said the center would begin work as early as the coming fall and use interactive technology to reach rural districts.
The measure’s proponents framed it as a targeted intervention to improve outcomes for children who do not respond to general classroom instruction. Representative Cheryl Allen cited reading research and a researcher she contacted, saying the center would help provide “systematic explicit phonics and comprehension instruction” shown to improve outcomes for at-risk students. Representative Beck described a personal example of a child helped by the program and urged members to support the bill.
Opponents pressed fiscal and policy concerns. Representative Hogue pointed out the bill’s $1 million authorization would cover “approximately 40%” of the start-up costs and warned the center would need additional private donations the sponsor had not secured. Representative Tanner questioned the change of particular provisions from “shall” to “may,” saying it could leave needy districts without service: ‘‘What about the school districts that really absolutely need this and they don't opt to use it,’’ he asked. Other members raised concerns that the center might duplicate teacher-education work already done by colleges.
Representative Morgan replied that the center was designed to complement — not replace — existing higher-education programs, and that interactive classes and outreach would enable teachers in remote areas to become specialists without relocating.
After debate and a motion to end discussion, the House recorded 43 votes in favor and 29 opposed. The bill passed and was referred to the Senate for further consideration.
Next steps: The bill will be transmitted to the Utah Senate; if enacted it would place the reading center on the state's prioritization list for funding and direct the University of Utah to establish the program as described in the bill’s text.
