HB 1891

HOUSE OF REPRESENTATIVES
H.B. NO.
1891
THIRTY-THIRD LEGISLATURE, 2026
H.D. 1
STATE OF HAWAII
S.D. 1
C.D. 1
A BILL FOR AN ACT
RELATING TO EDUCATION.
BE IT
ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAII:
���� SECTION 1.� The legislature finds that in 1853, an
estimated seventy-five per cent of the population in the Kingdom of Hawaii over
the age of sixteen was literate.� By
1878, eighty per cent were literate in Hawaiian, English, or a European
language, making Hawaii one of the most literate nations in the world at the
time.� The legislature recognizes that
the department of education is committed to preserving and honoring this legacy
by ensuring that all students are proficient in reading by the time they graduate.
���� The legislature further finds that,
currently, just over half of Hawaii's students are reading proficiently.� To improve student reading proficiency, it is
necessary to address the root causes that contribute to the present levels of
poor reading proficiency rates.� A
proactive and systematic approach is required to achieve high literacy rates
for all students.� Presently, the
department of education is striving to address poor reading proficiency rates
by administering a universal screening at the beginning, middle, and end of the
year for all students from kindergarten to grade nine.� The purpose of this universal screening is to
identify students who may be at risk for reading failure, and to provide
evidence-based interventions to support these students, in addition to
core-structured literacy instruction.�
However, not all universal screenings are able to detect or identify
students who may have certain underlying language challenges that impact
learning.� This is problematic because
students with dyslexia or other developmental language disorders may need more
intensive support or a more individualized intervention program to address the
causes of their reading challenges.�
Unfortunately, Hawaii is the only state in the country that lacks
dyslexia-specific laws to support students in this area.
���� The legislature also finds that
evidence shows that students who are not identified and brought to reading
proficiency by third grade face significantly lower chances of success in the
future.� However, a substantial body of
evidence also indicates that, with effective assessment and instruction, all
students can learn to read.� This
includes students with language and literacy challenges and students who have
dyslexia.
���� The purpose of this Act is to
support students with dyslexia and students with language and literacy
challenges by:
���� (1)� Requiring department
of education schools to administer department approved dyslexia sensitive
linguistically appropriate universal screening as a part of the universal
screening process;
���� (2)� Implementing
evidence-based interventions for students who are identified as having dyslexia
and students who are flagged as having language and literacy challenges through
the Hawaii multi-tiered system of support;
���� (3)� Providing
professional development for teachers to increase the implementation of
structured literacy instruction; and
���� (4)� Supporting
pre-service teacher programs in training their general and special education
teacher candidates in structured literacy instruction.
���� SECTION 2.� Chapter 302A, Hawaii Revised Statutes, is
amended by adding a new section to part II, subpart C, to be appropriately
designated and to read as follows:
���� "�302A-   � Dyslexia
sensitive linguistically appropriate
universal screening; evidence-based interventions; professional
development; pre-service requirements.� (a)� Beginning with the 2028-2029 school year, all
department schools shall administer dyslexia sensitive linguistically
appropriate universal screening
approved by the department for:
���� (1)� All students in
kindergarten through third grade; and
���� (2)� Any new student
entering a department school for the first time in the State.
���� (b)�
The dyslexia sensitive linguistically appropriate universal screening shall be administered as
part of the established universal screening process and shall also include, as
developmentally appropriate, the following:
���� (1)� Phonological
and phonemic awareness;
���� (2)� Sound symbol
recognition;
���� (3)� Alphabet
knowledge;
���� (4)� Decoding
skills;
���� (5)� Rapid naming
skills, including letter naming and letter sound fluency;
���� (6)� Encoding
skills;
���� (7)� Oral reading
accuracy and fluency; and
���� (8)� Oral language.
���� (c)�
All department schools shall implement evidence-based interventions for
students identified as having dyslexia and students who are flagged as
struggling readers through the universal screening process.� Interventions and progress monitoring of the
identified students shall be implemented within the established Hawaii
multi-tiered system of support framework.
���� (d)�
The department shall provide professional learning opportunities for
staff in complex areas and department schools on the implementation of
structured literacy instruction and evidence-based interventions.
���� (e)�
Structured literacy instruction, as required under this section, shall
involve detailed, step-by-step instruction necessary for developing strong
reading and writing skills.� In addition
to explicit and systematic instruction, a structured literacy approach shall
provide multiple opportunities for students to practice a skill or strategy and
require teachers to provide immediate, specific feedback to students and
continuously monitor progress.
���� (f)�
The department shall collaborate with pre-service teacher programs in
higher education institutions to ensure general education teacher candidates
and special education teacher candidates are trained on the implementation of
structured literacy instruction to support all learners.
���� (g)� This section shall not apply to Hawaiian
language immersion schools and charter schools.
���� (h)� For the purposes of this section:
���� "Dyslexia"
means a specific learning disability that is neurological in origin and
characterized by difficulties with accurate or fluent word recognition and by
poor spelling and decoding abilities, which typically result from a deficit in
the phonological component of language and literacy development that is often
unexpected in relation to other cognitive abilities and the provision of
effective classroom instruction.�
Secondary consequences of dyslexia may include problems in reading
comprehension and reduced reading experience that can impede the growth of
vocabulary and background knowledge.
���� "Dyslexia sensitive
linguistically appropriate universal screening" means an assessment that
measures a student's ability to demonstrate phonological and phonemic
awareness; sound-symbol recognition; alphabet knowledge; decoding skills; rapid
naming skills, including letter naming and letter sound fluency; encoding
skills; oral reading accuracy and fluency; and accuracy of word reading on
grade-level text.
���� "Hawaii multi-tiered system
of support" means a comprehensive continuum of evidence-based, systemic
practices to support a rapid response to a student's needs, with regular
observation to facilitate data-based instructional decision-making.
���� "Phonological component of
language and literacy development" means the ability to recognize that a
spoken word consists of a sequence of individual sounds and the ability to
manipulate individual sounds when speaking.
���� "Structured literacy
instruction" means an evidence-based approach that emphasizes explicit and
systematic instruction in the following components of literacy:
���� (1)� Phonological
awareness;
���� (2)� Phonics
(decoding and spelling);
���� (3)� Fluency;
���� (4)� Vocabulary;
���� (5)� Comprehension;
and
���� (6)� Written
expression.
���� "Universal screening"
means the process of administering a brief standardized assessment to all
students to identify those who are at risk of poor reading outcomes."
���� SECTION 3.� New statutory material is underscored.
���� SECTION 4.� This Act shall take effect on July 1, 2026.
Report Title:
DOE;
Dyslexia Screening; Universal Screening; Evidence-Based Interventions; Teacher
Professional Development
Description:
Requires
the Department of Education to implement dyslexia sensitive linguistically
appropriate universal
screenings and evidence-based interventions, offer professional development on
structured literacy and evidenced-based interventions, and support pre-teacher
programs in training candidates in structured literacy instruction.� (CD1)
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