Key Takeaways
- •The hearing showcased how states like Alabama and Mississippi achieved significant gains in fourth-grade reading proficiency by implementing "science of reading" strategies, emphasizing phonics and teacher training.
- •Dr. Holly Lane explained the "science of reading" as evidence-based instruction, highlighting that poor reading outcomes stem from inadequate teacher preparation and low-quality, unevaluated reading programs.
- •Rep. Simpson (R) pressed Dr. Lane on why reading scores remain low despite known solutions, to which Dr. Lane cited poor quality teaching tools and inconsistent teacher preparation programs.
- •While both parties supported the "science of reading," Republicans like Rep. Clyde emphasized state-led initiatives and ROI, while Democrats like Rep. DeLauro advocated for robust federal investment in research and teacher support.
- •Ranking Member DeLauro suggested reconvening the National Reading Panel, established by the subcommittee in 2000, to further assess research and disseminate findings on effective reading instruction.
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Hearing Analysis
Overview
The House Appropriations Subcommittee on Departments of Labor, Health and Human Services, Education, and Related Agencies met on February 10, 2026, to discuss "The Science of Reading." The hearing focused on evidence-based literacy instruction, the success of state-led initiatives in the Southeast, and the federal government’s role in supporting research and teacher professional development. Chairman Robert Aderholt (R-AL) opened the session by highlighting the "Mississippi miracle"—the dramatic rise of Mississippi from 49th to 9th in national fourth-grade reading scores—and similar progress in Alabama and Louisiana. He emphasized that these gains were achieved through a "bottom-up" approach focusing on phonics and the fundamentals of reading rather than top-down mandates or simply increased spending.
Ranking Member Rosa DeLauro (D-CT) underscored the subcommittee’s historical role in this area, noting that it mandated the landmark 2000 National Reading Panel report. She expressed concern that two-thirds of American children are not reading proficiently and advocated for sustained federal investment in the Institute of Education Sciences (IES), Title I, and teacher quality partnerships. Rep. DeLauro specifically praised the "Mississippi model" of literacy coaching, which her home state of Connecticut is currently moving to adopt.
Key Testimony
The witness panel featured Dr. Holly Lane, Director of the University of Florida Literacy Institute (UFLI); Bonnie Short, Director of the Alabama Reading Initiative; and Larry Saulsberry, Jr., Director of Teaching and Learning for Literacy for Huntsville City Schools. Dr. Lane defined the "science of reading" as a vast body of evidence from linguistics, neuroscience, and psychology. She explained the "simple view of reading," which posits that reading comprehension is the product of word recognition and linguistic comprehension. Dr. Lane identified two primary barriers to literacy: the lack of expertise among educators and leaders, and the poor quality of published reading programs. She warned that many curricula are marketed as "science-based" without rigorous evaluation, leaving districts vulnerable to "snake oil salesmen."
Bonnie Short detailed Alabama’s implementation of the 2019 Alabama Literacy Act. She attributed the state’s success to a coordinated system of universal screening, early intervention, and "job-embedded" professional learning. A key component of Alabama’s strategy is the use of literacy coaches who work side-by-side with teachers in kindergarten through third-grade classrooms. Larry Saulsberry provided a local perspective from Huntsville, Alabama, emphasizing the importance of the five pillars of literacy: phonemic awareness, phonics, fluency, vocabulary, and comprehension. He advocated for extending literacy support and "student reading improvement plans" into the fourth and fifth grades to ensure students do not fall behind after the initial primary years.
Overview
The hearing featured a robust discussion on the return on investment for federal literacy dollars. Rep. Andrew Clyde (R-GA) questioned which investments yield the highest results, to which Dr. Lane responded that explicit, high-quality instruction and teacher training are paramount. She noted that historically, effective methods like "direct instruction" were often sidelined by political pressures in favor of less effective fads. Rep. Josh Harder (CA) raised the concern that while 40 states have passed reading laws, many have not seen the same results as Mississippi or Alabama. Dr. Lane suggested the difference lies in leadership expertise and the "marathon" nature of the effort, noting that Mississippi’s success was 15 years in the making.
Industry Impact
Partisan dynamics emerged during discussions on the root causes of literacy gaps. Rep. Andy Harris (R-MD) pointed to family structure and the "million-word gap," arguing that single-parent households are a significant predictor of literacy struggles. Conversely, Rep. Bonnie Watson Coleman (D-NJ) and Rep. Lois Frankel (D-FL) emphasized the impact of poverty, nutrition, and systemic racism. Rep. Watson Coleman questioned why some well-resourced districts still fail to close racial literacy gaps. Dr. Lane responded by citing a model school in Wisconsin that uses a "wrap-around" approach—including financial literacy and housing support for families—while maintaining a strict focus on high-quality instruction, asserting that "it’s not these kids, it’s this instruction."
Overview
Policy proposals discussed included the potential for the federal government to provide better safeguards against ineffective curricula. Dr. Lane suggested that the What Works Clearinghouse should be made more practitioner-friendly to help districts distinguish between high-quality research and marketing claims. Rep. DeLauro concluded the hearing by calling for the reconvening of the National Reading Panel, noting that it has been 26 years since the last comprehensive federal assessment of reading research.
The hearing concluded with a consensus on the importance of literacy as a foundational right and a driver of economic success. However, members remained divided on the extent of federal oversight versus state control. Chairman Aderholt and Rep. Clyde emphasized state-led innovation, while Rep. DeLauro and Rep. Madeleine Dean (D-PA) argued for a robust federal Department of Education to ensure equitable access to resources and research. No specific deadlines for new legislation were set, but the subcommittee indicated that literacy would remain a priority in upcoming budget negotiations, particularly regarding Title II-A and IES funding.
Transcript
[Gavel sounds.] Okay, good morning. The subcommittee will come to order, and it's my pleasure to convene our first hearing for the year on critical issue of childhood literacy. As we all know, developing strong reading skills at an early age is foundational building block for a lifelong success. When students master basic reading skills by the fourth grade, they make the important transition from learning to read to reading to learn. That is why these early years are so critical and why we owe it to our children to provide them with proven, effective instruction in reading. To that end, I hope today's hearing will highlight the tremendous work of state and local leaders to advance what has become known as the science of reading. Also want to thank my colleague from California, Mr. Harder, for his championing this issue and building awareness around today's topic. So thank you, Mr. Harder, for your support and encouragement in that point. Also, Congressman Dale Strong from Alabama, my colleague, while he's not on the subcommittee, he's been a champion of this issue and I appreciate his input as well on it. The science of reading is a research-based approach to literacy instruction that places a strong emphasis on phonics. States have adopted science of reading strategies that have adopted have implemented comprehensive literacy plans featuring high-quality coursework and rigorous teacher training. These states are achieving remarkable success for their students. From 2013 to 2024, Mississippi, for example, rose from 49th to ninth in the nation in fourth grade reading scores and is now tied for the third-highest reading proficiency rate among underprivileged students. While many refer to this achievement as the Mississippi miracle, others have more accurately called it the Mississippi marathon, reflecting that sustained effort and perseverance required to produce such a result. Other states adopting science of reading strategies have experienced similar gains. Louisiana, for example, improved from last to 16th in the nation in fourth grade reading between 2019 and 2024. Tennessee moved from 31st to 23rd. And I'm also proud to report that my home state of Alabama advanced from 49th to 34th during the same period. We still have a long way to go, but this progress is important step in the right direction. And let me just note that Alabama was one of only two states, along with Louisiana, to exceed pre-COVID levels in fourth grade reading achievement. Much of this progress has been achieved with fewer financial resources per people than are available in many other states, which demonstrates that increased spending alone is not always the answer. The key is the wise and prudent use of resources directed toward proven teaching methods and a strong focus on the fundamentals. This record of success also underscores the importance of a bottom-up approach to education reform rather than a top-down mandate from Washington. States are rightly leading the way as laboratories of innovation and improvements in our education system. I look forward to hearing from our distinguished panel today and as they talk about the science of reading and the promise it holds to improve literacy outcomes for our nation's young students. I would like to ask that for unanimous consent to enter a statement that Mr. Guest of Mississippi would like to put into the record. So before we turn to our witnesses, I next want to recognize our distinguished ranking chairman, Ms. DeLauro, and ask for her for any opening remarks that she would like to make.
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