Child Literacy Would Improve Under Bills Passed by Michigan Lawmakers

MDE Supports Long-Awaited Action

LANSING – Michigan children will be better able to learn to read under long-needed legislation approved by the Michigan House and Senate.

“Kids won today,” said State Superintendent Dr. Michael F. Rice. “This legislation will help educators substantially improve reading for children in the state. Literacy is the foundation of learning. Improving it will help children in school and throughout their adult lives.”

In bipartisan votes, both bodies passed K-12 literacy/dyslexia legislation that has been championed by the Michigan Department of Education (MDE) and the State Board of Education. The legislation, Senate Bills 567 and 568, would help improve the teaching and learning of reading. The legislature has been working on various iterations of Senate Bills 567 and 568 for over five years.

The House vote was Wednesday. The Senate concurred today.

“I am thankful that our partners in the Michigan Legislature are joining us in taking action to ensure that all Michigan children have the necessary tools to develop their reading skills, with the recognition that literacy is a fundamental component of educational success and overall well-being,” said Board President Dr. Pamela Pugh.

MDE officials testified in support of the bills before the Senate Education Committee in February. They testified before the House Education Committee in June to encourage legislators to pass the bills.

“Improving early literacy achievement is one of the goals in Michigan’s Top 10 Strategic Education Plan,” said Dr. Kim St. Martin, director of the Michigan MTSS Center. “There is nothing more important to achieving this goal than improving the literacy instruction that children and adolescents deserve so that they may reach their fullest potential and develop a lifelong love of reading.”

The legislation would strengthen the effectiveness of literacy instruction and intervention for Michigan students in elementary and secondary grades, MDE officials say. It also would provide both pre-service and in-service training to educators to give them the skills needed to identify Michigan students with characteristics of dyslexia. “We at MDE recognize our role and responsibilities in implementing these bills and look forward to working closely with local school districts, charter schools, and institutions of higher education,” said Dr. Sue C. Carnell, MDE chief deputy superintendent.

Beginning in the 2027-28 school year, the legislation would require public schools to: 

• Screen, with a tool from a list of approved screening tools, all students in kindergarten through third grade for characteristics of dyslexia three times per school year.
• Ensure that reading intervention is provided to all K-12 students who demonstrate characteristics of dyslexia as a result of screening assessment data.
• Use a Multi-Tiered System of Supports (MTSS) framework to organize evidence-based classroom and intervention instruction and materials to effectively meet the needs of all learners.
• Provide literacy consultants, teachers, literacy coaches, and other instructional staff with professional learning on characteristics of dyslexia, instructional practices, and accommodations that have strong evidence for improving literacy outcomes and are consistent with the Science of Reading.
• Select from a list of approved reading instructional materials.

Upon the governor’s signature, the bills become law. MDE would provide guidance and support for required pre-service and in-service learning and implementation strategies to public schools and institutions of higher education. Currently, Language Essentials for Teachers of Reading and Spelling training, commonly known as LETRS, is professional learning that is accessible to Michigan elementary teachers and administrators and that is aligned to the passed bills. MDE has strongly recommended this training for elementary teachers across the state. Approximately 2,200 Michigan teachers have completed the training and another 8,400 have begun the training. LETRS training includes, among other elements, a significant phonics component, to emphasize teaching young readers to use decoding skills as they learn to read.

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