Definitions

In this Act: (1) Evidence-based The term evidence-based has the meaning given the term in section 8101(21) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801(21)), except that subclause (III) of subparagraph (A)(i) of such section shall not apply. (2) Science of reading The term science of reading means an interdisciplinary body of research from cognitive science, neuroscience, and education 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; (B) recognizes the connection of reading and writing and the importance of strong writing instruction; (C) does not use a three-cueing model; and (D) is inclusive of comprehensive literacy instruction. (3) Three-cueing model The term three-cueing model means an instructional approach that— (A) uses 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 (B) teaches visual memory as the primary basis for word recognition.

In this Act: (1) Evidence-based The term evidence-based has the meaning given the term in section 8101(21) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801(21)), except that subclause (III) of subparagraph (A)(i) of such section shall not apply. (2) Science of reading The term science of reading means an interdisciplinary body of research from cognitive science, neuroscience, and education 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; (B) recognizes the connection of reading and writing and the importance of strong writing instruction; (C) does not use a three-cueing model; and (D) is inclusive of comprehensive literacy instruction. (3) Three-cueing model The term three-cueing model means an instructional approach that— (A) uses 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 (B) teaches visual memory as the primary basis for word recognition.