House File 2289 - Introduced HOUSE FILE 2289 BY SALMON , KOESTER , STAED , STECKMAN , OURTH , BERRY , MASCHER , SHEETS , GUSTAFSON , GAINES , BROWN-POWERS , HANSON , and DOLECHECK A BILL FOR An Act relating to practitioner preparation in reading and to 1 reading instruction and dyslexia interventions for public 2 school students. 3 BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF IOWA: 4 TLSB 5870YH (6) 86 kh/rj

H.F. 2289 Section 1. Section 256.16, subsection 1, paragraph b, Code 1 2016, is amended to read as follows: 2 b. Include preparation in reading programs, including 3 reading recovery at least three semester credit hours, or 4 the equivalent, of reading disabilities coursework including 5 dyslexia , and integrate reading strategies into content area 6 methods coursework. The coursework shall include but not be 7 limited to characteristics typical of students with reading 8 disabilities, including dyslexia, and reading interventions 9 that are systemic, structured, multisensory, direct, explicit, 10 and sequential. 11 Sec. 2. Section 279.68, subsection 2, paragraph d, 12 subparagraph (3), subparagraph division (a), Code 2016, is 13 amended to read as follows: 14 (a) Assists students assessed as exhibiting a substantial 15 deficiency in reading to develop the skills to read at 16 grade level. Assistance shall include but not be limited to 17 strategies that formally address dyslexia, when appropriate. 18 For purposes of this subparagraph division (a), “dyslexia” 19 means a specific and significant impairment in the development 20 of reading, including but not limited to phonemic awareness, 21 phonics, fluency, vocabulary, and comprehension, that is not 22 solely accounted for by intellectual disability, sensory 23 disability or impairment, or lack of appropriate instruction 24 learning disability that is neurobiological in origin and is 25 characterized by difficulties with accurate and fluent word 26 recognition and by poor spelling and decoding abilities. 27 “Dyslexia” includes difficulties that typically result from a 28 deficit in the phonological component of language that is often 29 unexpected in relation to other cognitive abilities and other 30 effective classroom instruction, and may include secondary 31 consequences such as problems in reading comprehension and 32 reduced reading experience that can impede growth of vocabulary 33 and background knowledge . 34 Sec. 3. Section 279.68, subsection 2, Code 2016, is amended 35 -1- LSB 5870YH (6) 86 kh/rj 1/ 2

H.F. 2289 by adding the following new paragraph: 1 NEW PARAGRAPH . 0f. All intensive interventions, 2 instructional services, and supports provided under this 3 section shall be systematic, structured, multisensory, direct, 4 explicit, and sequential. 5 EXPLANATION 6 The inclusion of this explanation does not constitute agreement with 7 the explanation’s substance by the members of the general assembly. 8 This bill relates to reading instruction and dyslexia 9 interventions for public school students, and practitioner 10 preparation in reading. 11 Under the bill, each practitioner preparation program 12 approved by the state board of education must include at least 13 three semester credit hours of coursework relating to reading 14 disabilities, including dyslexia. 15 For purposes of Code section 279.68, the bill strikes the 16 current definition of “dyslexia” and provides that “dyslexia” 17 means a specific learning disability that is neurobiological 18 in origin and is characterized by difficulties with accurate 19 and fluent word recognition and by poor spelling and decoding 20 abilities. “Dyslexia” includes difficulties that typically 21 result from a deficit in the phonological component of language 22 that is often unexpected in relation to other cognitive 23 abilities and other effective classroom instruction, and may 24 include secondary consequences such as problems in reading 25 comprehension and reduced reading experience that can impede 26 growth of vocabulary and background knowledge. 27 INTERVENTIONS, SERVICES, AND SUPPORTS. The bill requires 28 that all intensive interventions, instructional services, and 29 supports provided under Code section 279.68 to kindergarten 30 through grade three students with reading deficiencies shall 31 be systematic, structured, multisensory, direct, explicit, and 32 sequential. 33 -2- LSB 5870YH (6) 86 kh/rj 2/ 2