Bill > HB262

This bill establishes a state policy mandating evidence-based reading instruction in Montana's public schools, grounded in the science of reading. The legislation requires that reading instruction must be scientifically researched, direct, systematic, explicit, and responsive, with a clear scope and sequence. Specifically, early literacy instruction must comprehensively include phonics (decoding and encoding), phonemic awareness, fluency, vocabulary, and comprehension strategies, with a focus on building background knowledge. The bill explicitly prohibits instructional approaches like the "three-cueing system," which rely on context, structure, syntax, visual cues, and memory for reading. The term "evidence-based" is defined as demonstrating a rationale supported by high-quality research findings that are likely to improve student outcomes, with ongoing efforts to examine the intervention's effects. The bill aims to improve literacy rates, reduce achievement gaps, and provide educators with research-supported methods to teach reading effectively, recognizing that strong reading skills are fundamental to academic success, future economic opportunities, and overall societal engagement. The new policy will be codified as part of Title 20, Chapter 7, Part 1 of Montana's legal code and will become effective on July 1, 2025.

Education

https://bills.legmt.gov/#/laws/bill/2/LC1377