HF 1853

as introduced - 85th Legislature (2007 - 2008) Posted on 12/15/2009 12:00am

A bill for an act
relating to education; clarifying that reading instruction must support children
with dyslexia and related language disorders; amending Minnesota Statutes
2006, sections 122A.06, subdivision 4; 122A.18, subdivisions 2a, 2b.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

Section 1.

Minnesota Statutes 2006, section 122A.06, subdivision 4, is amended to
read:

Subd. 4.

Comprehensive, scientifically based reading instruction.

(a)
"Comprehensive, scientifically based reading instruction" includes a program or collection
of instructional practices that is based on reliable, valid evidence showing that when
these programs or practices are used, students can be expected to achieve, at a minimum,
satisfactory reading progress. The program or collection of practices must include, at a
minimum, instruction in five areas of reading: phonemic awareness, phonics, fluency,
vocabulary, and text comprehension. The program or collection of practices also must
expect kindergarten through grade 3 teachers to demonstrate phonemic awareness, have a
working knowledge of the speech sound system, and know how English speech sounds
are represented in the spelling system, and must provide appropriate reading instruction
for children with dyslexia and related language disorders so that teachers and parents may
prevent or remediate reading problems related to a language processing impairment.

(b) Comprehensive, scientifically based reading instruction also includes
and integrates instructional strategies for continuously assessing, evaluating, and
communicating the student's reading progress and needs in order to design and implement
ongoing interventions so that students of all ages and proficiency levels can read and
comprehend text and apply higher level thinking skills.

EFFECTIVE DATE.

This section is effective the day following final enactment.

Sec. 2.

Minnesota Statutes 2006, section 122A.18, subdivision 2a, is amended to read:

Subd. 2a.

Reading strategies.

(a) All colleges and universities approved by the
Board of Teaching to prepare persons for classroom teacher licensure must include in their
teacher preparation programs research-based best practices in reading, consistent with
section 122A.06, subdivision 4, that enable the licensure candidate to know how to teach
reading in the candidate's content areas.

(b) Board-approved teacher preparation programs for teachers of elementary
education must require instruction in the application of comprehensive, scientifically
based, and balanced reading instruction programs that teach:

(1) teach students to read using foundational knowledge, practices, and strategies
consistent with section 122A.06, subdivision 4, so that all students will achieve continuous
progress in reading; and

(2) teach specialized instruction in reading strategies, interventions, and remediations
that enable students of all ages and proficiency levels to become proficient readers; and

(3) knowledge and awareness of language structure and processing so that
kindergarten through grade 3 teachers and parents may prevent or remediate reading
problems associated with dyslexia and related language disorders.

(c) The board must include in the common core assessments of knowledge and
skills under section 122A.18, subdivision 2, paragraph (e), a requirement that teacher
licensure candidates demonstrate their knowledge and awareness of language structure
and processing under paragraph (b), clause (3).

EFFECTIVE DATE.

This section is effective the day following final enactment
and applies to candidates enrolling in teacher preparation programs in the 2008-2009
school year and later.

Sec. 3.

Minnesota Statutes 2006, section 122A.18, subdivision 2b, is amended to read:

Subd. 2b.

Reading specialist.

Not later than July 1, 2002, the Board of Teaching
must adopt rules providing for the licensure of teachers of reading. Among other
requirements, the rules must expect teachers of reading to acquire and retain sufficient
knowledge and awareness of language structure and processing to prevent and remediate
reading problems associated with dyslexia and related language disorders.

EFFECTIVE DATE.

This section is effective the day following final enactment.