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S 9747

Relates to early literacy education

2025 Regular Session Introduced by Cordell Cleare and 3 co-sponsors

New York’s Right to Read Act requires PreK–5 literacy instruction to be evidence-based, explicitly taught using science of reading methods, with approved curricula, PD, and progres

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Bill Summary · S 9747

Summary of S. 9747 (2025-2026) – Relates to early literacy education (New York)

Purpose and intent

  • Create the “Right to Read Act” to ensure that New York students in pre-kindergarten through fifth grade receive literacy instruction that is evidence-based, aligned with state standards, and delivered through a coordinated system of curricula, professional development, and accountability.
  • Emphasizes the science of reading, explicit instruction, and culturally responsive frameworks.

Key provisions and changes

1) Definitions and guiding concepts (Section 819)

  • Establishes definitions important to implementation, including:
    • Evidence-based instruction
    • Phonemic awareness, vocabulary development, reading fluency, and reading comprehension
    • Meaning structure visual (MSV) and three-cueing
    • Cultural responsiveness and the CRSE framework (culturally-responsive sustaining education)

2) Early literacy programming in grades PreK–5 (Section 2)

  • Beginning the school year after publication of approved programming, districts must provide PreK–5 literacy services designed to develop foundational reading skills (to support success in sixth grade and beyond).
  • Programs must be evidence-based, align with CRSE, and cover:
    • Phonemic awareness, phonics, vocabulary, fluency, comprehension
    • Background knowledge, oral language, writing, oral skill development
  • Requires an aligned, coherent plan to improve reading outcomes across grades PreK–5.

3) Teacher qualifications and professional development (Section 3)

  • By the first full school year after approval, districts must ensure PreK–5 teachers have adequate literacy instruction capabilities.
  • Teachers hired on or after the effective date must complete at least 35 hours of evidence-based reading instruction training, or show equivalent preparation; current teachers may meet requirements via professional learning or evidence from their teacher prep program.
  • District leaders of elementary schools should meet these requirements where feasible.

4) Literacy supports and coaching (Section 4)

  • The Department can grant funds to BOCES and districts to hire literacy coaches trained in the science of reading, prioritizing high-need districts (where ≥75% of third graders are below proficiency based on the 2024–25 NYS ELA assessment).

5) Approved curricula (Section 5)

  • Department to develop and publish a list of approved, evidence-based curricula that:
    • Accelerate reading proficiency
    • Provide explicit, systematic instruction in core areas
    • Align with state standards and CRSE
    • Include robust assessments (at least three times per year starting in kindergarten)
    • Include texts supporting academic content and CRSE alignment
  • The list will be posted online and updated annually; must exclude three-cueing/MSV approaches.

6) Curriculum replacement grants (Section 6)

  • Competitive grants to replace non-evidence-based curricula with those on the approved list; funds may support professional learning for implementation.

7) Approved professional development (Section 7)

  • Department to maintain a list of evidence-based PD programs focused on the science of reading, including intervention for dyslexia/dysgraphia.
  • Programs must include rigorous evaluations and align with the approved instructional programming.
  • Defines “direct, systematic, explicit phonics” and requires programs to provide ongoing assessment and clinical practice opportunities.

8) Family engagement and progress reporting (Section 8)

  • Districts must provide parents/guardians with literacy progress reports at least three times per year (PreK: include cognitive abilities and social-emotional learning; K–5: reading proficiency, programming/services, and home/community resources).

9) Accountability and reporting (Section 9)

  • By September 15 after districts begin implementing, the Commissioner must report to legislative committees on:
    • Student literacy growth by state assessments
    • Teacher training completion by site/grade
    • Use of approved PD programs and curricula
    • Availability of progress reports and reporting template on the Department’s website

Effective date

  • Takes effect immediately upon enactment.

Who is affected

  • School districts (PreK–5 program design, curricula, and teacher qualifications)
  • Teachers of early grades (required professional development in literacy)
  • BOCES and district literacy coaches (potential grant funding)
  • Department of Education (administering lists, grants, PD programs, and reporting)
  • Students in PreK–5 (access to evidence-based literacy instruction)
  • Families (regular literacy progress reports and home resources)

Timeline and procedural notes

  • Requires publication of approved instructional programming and PD programs before implementation.
  • Full requirements begin the school year after publication of approved materials.
  • Ongoing annual updates to curricula and PD lists; annual public reporting by the Department.

Compiled from official sources — confirm details with the bill’s official record.

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