HB1073 would require Hawaii public schools to use department-approved dyslexia-sensitive universal screeners for all students in kindergarten through third grade starting with the 2026-2027 school year. The screenings would be part of the existing universal screening process and would assess skills associated with early reading development, including phonological awareness, sound-symbol recognition, decoding, rapid naming, encoding, oral reading fluency, and oral language. Schools would then be required to provide evidence-based interventions and progress monitoring for students identified with dyslexia or flagged as struggling readers.
The bill also directs the Department of Education to provide professional learning on structured literacy instruction and evidence-based interventions, and to work with higher education pre-service teacher programs so future general and special education teachers are trained in structured literacy. In addition, the bill adds statutory definitions for dyslexia, dyslexia-sensitive screening tool, Hawaii multi-tiered system of supports, phonological component of language and literacy development, structured literacy instruction, and universal screening.
Impact
HB1073 would amend Chapter 302A, Hawaii Revised Statutes, by creating new requirements for early literacy screening and intervention in public schools. It would establish a statewide mandate for dyslexia-sensitive screening in grades K-3, require evidence-based supports within the Hawaii multi-tiered system of supports framework, and formalize related definitions in state law. The bill would also expand the Department of Education’s responsibilities for teacher professional development and coordination with teacher preparation programs, affecting students with dyslexia, struggling readers, educators, and school administrators.
Sentiment
The bill appears generally supportive and remedial in tone, with the stated goal of improving reading proficiency and addressing Hawaii’s lack of dyslexia-specific law. The bill text frames the measure as a response to low reading proficiency and a need for earlier identification and intervention, and the available context includes no recorded opposition, committee debate, or votes. Based on the text alone, the measure is presented as a literacy-focused education reform with an emphasis on evidence-based practice.
Contention
The main policy issue underlying the bill is whether Hawaii should require dyslexia-specific screening and interventions statewide, rather than relying on broader universal screening alone. The bill itself notes that not all universal screeners identify underlying language challenges, suggesting concern that students with dyslexia or developmental language disorders may be missed without a more targeted tool. Potential points of contention include the cost and implementation burden on schools, the adequacy of approved screeners, and the extent to which teacher training and intervention capacity can be scaled statewide, though no formal opposition is reflected in the provided record.