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H 7909Curriculum and Standards

Education - Rhode Island Literacy and Dropout Prevention Act

This bill updates the legal definition of dyslexia to better explain its causes, symptoms, and impact on learning.

Introduced66 Yea0 Nay9 Not voting
Population
Affected
15
Email Legislator
Introduced Feb 27, 2026Committee House Education

Plain-English Summary

This legislation amends the "Rhode Island Literacy and Dropout Prevention Act" by updating the legal definition of "dyslexia." The new definition characterizes dyslexia as a learning disability involving difficulties in word reading and spelling accuracy or speed, which exist on a continuum of severity. It acknowledges that the causes are complex, involving genetic, neurobiological, and environmental factors. The bill emphasizes that these difficulties persist despite effective instruction and notes that early language and literacy support can be particularly effective in addressing the issue and its secondary consequences, such as reduced reading comprehension.

For younger readers

This law changes the way schools describe a learning problem called dyslexia. Dyslexia makes it hard for some students to read words or spell correctly, even when they have good teachers. The new description explains that this happens because of how the brain works, and it can be a little bit hard or very hard for different people. It also says that helping kids with reading and language when they are very young is the best way to help them learn and do well in school later on.

Who & Where It Applies

Impacted groups
Students with dyslexiaParents of school-aged childrenSpecial education teachersSchool administratorsDepartment of Elementary and Secondary Education
Impacted communities
All

Constitutional & Fiscal Check

None Likely

Estimated cost
Amount unknown
Estimated revenue
None

Bill Analysis

Both viewpoints
For Progressives
  • Updates the definition of dyslexia to align with modern scientific understanding, ensuring that students with learning disabilities receive appropriate recognition and support within the education system.
  • Emphasizes the importance of early intervention and language support, which is crucial for closing the achievement gap for educationally disadvantaged children who might otherwise fall behind.
  • Acknowledges the complex causes of dyslexia, including environmental influences, promoting a more holistic approach to student welfare and educational equity.
  • Does not appear to appropriate additional funding to schools to handle potential increases in students identified under the broader definition, potentially straining existing resources.
  • The language regarding a "continuum of severity" could potentially be used by resource-strapped districts to deny services to students with milder forms of dyslexia.
  • Focuses on definition changes rather than mandating specific systemic reforms or hiring guarantees for specialized reading interventionists.
For Conservatives
  • Refines the legal definition of a learning disability without mandating new taxes or specific spending increases in the bill text.
  • Aligns state law with scientific definitions, potentially reducing frivolous lawsuits by clarifying exactly what constitutes dyslexia and what does not.
  • Encourages early identification, which can prevent more costly remedial education or social services interventions later in a student's life.
  • Expands the definition of a disability to include "environmental influences," which could lead to a broader scope of state involvement in family life and education.
  • Likely to increase the number of students classified as needing special education services, inevitably leading to higher costs for local taxpayers.
  • Imposes state-level definitions on local school districts, reducing local control over educational standards and classification processes.

Votes

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Full Bill Text

Changes to existing Rhode Island law · 13 additions · 4 deletions

SECTION 1. Section 16-67-2 of the General Laws in Chapter 16-67 entitled "Rhode Island Literacy and Dropout Prevention Act [See Title 16 Chapter 97 — The Rhode Island Board of Education Act]" is hereby amended to read as follows: 16-67-2. The literacy program.

(a) Activities under this section shall include strategies to improve the performance of students in mathematics, reading and writing, and to specifically address issues of dyslexia. Such activities must be founded on a scientific research base, as described in the No Child Left Behind Act of 2001, title I, part B, § 1208 (20 U.S.C. § 6368). Reading instruction to improve the reading skills of all students in the early grades (specifically kindergarten (K) through to and including grade five (5)) shall be consistent with the council on elementary and secondary education’s reading policy. This legislation requires that the following six (6) activities, which comprise the literacy program, be conducted:

(1) Screening for all children first entering school. All school districts that provide elementary education are required to screen all children prior to, or upon, their first entry to school to determine their level of educational readiness. All children are required to participate in this screening. Screening shall address the child’s educational development and shall be used to determine whether he or she is educationally disadvantaged in terms of readiness for instruction in the literacy skills of reading, writing, speaking, listening, or mathematics.

(2) Literacy focus in instruction in kindergarten through grade three (3) for all students. All school districts that provide elementary education shall focus their kindergarten through grade three

(3) instruction for all students on literacy: reading, writing, speaking, listening, and mathematics. All instruction shall be geared to helping students achieve the outcomes in literacy that have been specified by the commissioner of elementary and secondary education. School districts are encouraged to consider reducing class size to no more than fifteen (15) students as one means to achieving these outcomes. School districts will be held accountable for student achievement of the literacy outcomes. (3)(i) Supplementary literacy instruction for educationally disadvantaged students in grades kindergarten through twelve (12).

(ii) Supplementary literacy (reading, writing, speaking, listening, and mathematics) instruction may be required for educationally disadvantaged students. The commissioner of elementary and secondary education shall stipulate for each school district the specific cutoff points and the grades for required service each year. Services must be provided first to students who are most educationally disadvantaged. Services shall focus on instruction in reading, writing, speaking, listening, and mathematics. Program emphasis shall be as follows:

(A) Intensive development in literacy. Kindergarten through grade three (3).

(B) Early intervention in literacy. Grades four (4) through six (6).

(C) Remediation in literacy. Grades seven (7) through eight (8).

(D) Intensive remediation in literacy. Grades nine (9) through twelve (12).

(iii) School districts will be held accountable for student achievement of the literacy outcomes.

(4) Dropout prevention programs. Programs shall address the academic, social, or personal needs of potential dropouts. Projects shall be selected at the discretion of the commissioner of elementary and secondary education.

(5) State-level program support. Activities shall provide for necessary planning and administrative functions and for a broadly representative advisory council.

(6) Dyslexia-targeted assistance. The literacy program shall also include assistance to students by providing strategies that formally address dyslexia, when appropriate. In addition, the department of elementary and secondary education shall offer to school districts, at no cost to the school district or to participants in the training, professional development services to enhance the skills of elementary teachers in the use of evidence-based strategies to improve the literacy skills of students with dyslexia.

(b) As used in this section, the term “dyslexia” means a specific and significant impairment in the development of reading, including, but not limited to, phonemic awareness, phonics, fluency, vocabulary, and comprehension that is not solely accounted for by intellectual disability, sensory disability or impairment, or lack of appropriate instruction. learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective.

SECTION 2. This act shall take effect upon passage.