§ 59-155-110 — Reading instruction program.

The South Carolina Department of Education shall implement a comprehensive, systemic approach to reading which will ensure: (1) classroom teachers use scientifically based reading instruction in prekindergarten through grade five, to include oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension; administer and interpret valid and reliable assessments; analyze data to inform reading instruction; and provide scientifically based interventions as needed so that all students develop proficiency with literacy skills and comprehension; (2) each district, in consultation with classroom teachers, periodically reassess curriculum and instructional materials for alignment with foundational literacy skills and exclusion of materials that employ the three-cueing system model of reading, visual memory as the primary basis for teaching word recognition, or the three-cueing system model of reading based on meaning, structure and syntax, and visual cues; (3) each student who cannot yet comprehend grade-level text is identified and served as early as possible and at all stages of his or her educational process; (4) each student receives targeted, effective, comprehensive support from the classroom teacher and, if needed, supplemental support from a reading interventionist so that ultimately all students can comprehend grade-level texts; (5) after each administration of a universal reading screener or formative assessment as defined in this chapter, each student and his parent or guardian are informed in writing of: (a) the student's reading proficiency needs, progress, and ability to comprehend grade-level texts; (b) specific actions the classroom teacher and other reading professionals have taken and will take to help the student comprehend texts; and (c) specific actions that the parent or guardian can take to help the student comprehend grade-level texts; (6) classroom teachers receive pre-service and in-service coursework based in the science of reading, structured literacy, and foundational literacy skills; (7) all students develop reading and writing proficiency to prepare them to graduate and to succeed in their career and post-secondary education; (8) each school district publishes annually a comprehensive scientifically based reading plan that includes intervention options available to students and funding for these services; and (9) all programs focused on early childhood literacy development promote parental involvement in children's literacy and development of foundational literacy skills.

Legislative History

HISTORY: 2014 Act No. 284 (S.516), SECTION 1, eff June 11, 2014; 2024 Act No. 114 (S.418), SECTION 1, eff March 11, 2024. Effect of Amendment 2024 Act No. 114, SECTION 1, rewrote the section.