Michigan Lawmakers Push for Science of Reading Training to Improve Literacy

With Michigan ranking near the bottom nationally in reading proficiency, state lawmakers are advancing legislation that would require science of reading training for educators. Supporters believe stronger teacher preparation and professional development could help reverse years of declining literacy performance.

Michigan’s ongoing literacy challenges have prompted lawmakers to take a closer look at how teachers are prepared to teach reading. New legislation introduced in Lansing would require teacher candidates to complete science of reading training before earning certification, while separate proposals would require many current elementary educators, support staff, and administrators to complete literacy-focused professional development. The goal is to ensure that reading instruction aligns with decades of research on how children learn to read.

The push comes as Michigan continues to struggle with reading achievement. According to recent assessments, fewer than 40% of Michigan third graders are proficient in English language arts, and the state ranks near the bottom nationally in fourth-grade reading performance. Policymakers, educators, and literacy advocates increasingly point to the science of reading as a proven framework that emphasizes phonics, vocabulary development, language comprehension, and evidence-based instructional practices.

The proposed legislation reflects a growing national movement toward research-based literacy instruction. For families of children with dyslexia and other reading difficulties, the focus on teacher knowledge is particularly significant. Effective reading instruction begins with educators who understand how reading develops and how to identify and support struggling readers. If adopted, the new requirements could help strengthen literacy instruction for future generations of Michigan students.