Definitions

(a) Definitions Section 2221(b) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6641(b)) is amended— (1) by redesignating paragraph (3) as paragraph (5); (2) by inserting after paragraph (2) the following: (3) Eligible low-performing state The term eligible low-performing State means a State that, for the 2 most recent consecutive assessment cycles, ranks within the lowest quintile based on the percentage of students performing at or above the basic achievement level in 4th grade reading, as measured under the National Assessment of Educational Progress carried out under section 303(b)(2) of the National Assessment of Educational Progress Authorization Act. (4) High-impact tutoring The term high-impact tutoring means a form of teaching that— (A) is conducted 1-on-1 or in small groups; (B) is intended to complement core classroom instruction; and (C) includes— (i) substantial time each week engaged in tutoring with trained personnel; (ii) a sustained and strong relationship between the student and tutor; (iii) progress monitoring of student knowledge and skills attainment; (iv) an alignment with core classroom instruction; and (v) supportive coaching for the tutor to ensure quality interactions.; and (3) by adding at the end the following: (6) Science of reading The term science of reading means an interdisciplinary body of research from cognitive science, neuroscience, and education regarding the development of reading and writing proficiency, including research that— (A) demonstrates the explicit, systematic use of the essential components of phonemic awareness, phonic decoding, fluency, language structure, oral language, vocabulary, background knowledge, and literacy knowledge, which together lead to strong comprehension; and (B) recognizes the connection of reading and writing and the importance of strong writing instruction. (7) Universal early literacy screening The term universal early literacy screening means the systematic and periodic evidence-based assessment of all students’ foundational reading skills, including phonological and phonemic awareness, phonics, fluency, vocabulary, and comprehension, as developmentally appropriate, to identify those at risk for reading difficulties and to provide timely, evidence-based interventions.. (b) Amendment to comprehensive literacy instruction definition Section 2221(b)(1) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6641(b)(1)) is amended— (1) in subparagraph (K), by striking and after the semicolon; (2) in subparagraph (L), by striking the period at the end and inserting a semicolon; and (3) by adding at the end the following: (M) excludes three-cueing models or related instructional approaches that primarily— (i) use meaning drawn from context, pictures, or syntax as the primary basis for teaching word recognition (commonly referred to as meaning, structure and syntax, and visual cues or MSV); or (ii) teach visual memory as the primary basis for word recognition; and (N) uses effective language instruction to support literacy and oral language development, particularly for English learners and children with disabilities..