As used in the High-Quality Literacy Instruction Act:

1. A. "certified academic language therapist" means a person recognized by the department as having the requisite skills and credentials to provide diagnostic and prescriptive interventions to students with language-based learning disabilities;

2. B. "high-quality instructional materials" means instructional materials that are:

   1. (1) research-based, culturally and linguistically relevant and designed to support equitable learning for all students;
   2. (2) aligned with the department's academic content and performance standards and benchmarks; and
   3. (3) included on the department's multiple list of instructional materials or otherwise approved by the department;
3. C. "read-at-home plan" means a set of resources for parents to support a student's reading at home that is aligned with the science of reading;
4. D. "science of reading" means an interdisciplinary body of scientifically based research about reading instruction that addresses the acquisition of language, phonological and phonemic awareness, phonics and spelling, fluency, vocabulary, oral language and comprehension;
5. E. "structured literacy" means an evidence-based approach to teaching oral and written language that is aligned with the science of reading and based on the science of how children learn to read, is characterized by explicit, systematic, sequential, cumulative and diagnostic instruction in phonology, sound-symbol association, syllable instruction, morphology, syntax and semantics and can be differentiated to meet the needs of individual students; and
6. F. "three-cueing model" means reading instruction that teaches word recognition by primarily drawing meaning from context, pictures or syntax.

History: 1978 Comp., § 22-15G-2, enacted by Laws 2026, ch. 54, § 3.

ANNOTATIONS

Effective dates. — Laws 2026, ch. 54, § 7 made Laws 2026, ch. 54, § 3 effective July 1, 2026.