Pennsylvania lawmakers outline plan to expand "structured literacy," screenings and training

Representatives Justin Fleming (105th District) and Jason Orteite (46th District) laid out efforts to expand "structured literacy" across Pennsylvania schools, saying the approach emphasizes phonics and phonemic awareness over picture- and context-driven "balanced literacy." They described a mix of early screening, teacher training and phased funding to support districts in implementation.

Orteite defined structured literacy as instruction that "sounds words out, looking at them phonetically, phonemic awareness," and contrasted it with balanced-literacy approaches that he said let children "guess the word" from pictures. He said state reading proficiency has been stuck for a decade and cited a roughly "32 to 34%" third-grade proficiency rate in recent years as a warning sign that prompted lawmakers to act.

The legislators said the state's strategy combines three core elements: earlier and more frequent screening, stronger teacher-preparation requirements, and targeted funding plus vetted vendor options to ease district procurement. Fleming said the legislation calls for early evaluation in kindergarten and grades 1 and 2, with follow-up interventions when students fall behind. Orteite added that screens are intended to be given three times a year, with results sent home and immediate intervention plans when needed.

Both representatives emphasized flexibility for districts. Orteite said districts may adopt parts of the approach, submit locally developed programs for approval if they meet the tenants of structured literacy, or choose from a state-vetted list of curriculum and screener vendors. He said the state would not force a single curriculum but would require that classroom materials and training "abide to the tenants of structured literacy."

On funding, Fleming acknowledged an initial $10 million allocation "is a start" but warned against an unfunded mandate; Orteite estimated the statewide need at roughly $100 million to $150 million over time and described options under consideration, including staged funding, use of unencumbered balances and a possible temporary tax credit to raise additional dollars.

Both lawmakers described steps already taken: a 2022 law that they said requires postsecondary teacher-preparation programs to teach structured literacy (implemented for postsecondary programs in 2024), creation of a state reading council and a push to expand Pennsylvania Department of Education (PDE) supports. Orteite said PDE has modules and that the state expects intermediate units (IUs) and other partners to help deliver training and coaching; he said PDE currently has a small dedicated early-literacy staff and needs more capacity to support a statewide rollout.

Fleming and Orteite cited local district examples that faced initial teacher resistance but saw benefits after implementation, mentioning Cannon McMillan and Cumberland Valley. Fleming described his daughter's early identification and credited a reading specialist, named Jen Hotsko, as an example of effective early intervention.

Orteite said a statewide survey was sent in March to gather an inventory of district practices and that returns expected in weeks will help target assistance. Looking ahead, he set a long-range goal of raising third-grade reading proficiency to about 75% within a decade if funding and supports are sustained.

The representatives stopped short of offering a complete implementation timetable; they said next steps include analyzing survey results, working with PDE and IUs on training and coaching capacity, and pursuing additional funding in upcoming budget cycles. "We can get that third grade reading rate up to 75%," Orteite said as a measure of success.

The Keystone Education Report will follow implementation steps as the Department of Education and lawmakers translate these policy goals into district-level supports and budget proposals.