SB1001 would create a new dyslexia-focused reading support framework within Hawaii’s public schools. Beginning with the 2026-2027 school year, all public schools would be required to administer department-approved dyslexia-sensitive universal screening to students in kindergarten through third grade as part of the existing universal screening process. The bill specifies the screening areas to be measured, including phonological and phonemic awareness, sound-symbol recognition, decoding, rapid naming, encoding, oral reading fluency, and oral language.
The bill also requires schools to provide evidence-based interventions and progress monitoring for students identified with dyslexia or flagged as struggling readers, using the Hawaii multi-tiered system of supports. In addition, the Department of Education would have to provide professional learning on structured literacy instruction and evidence-based interventions, and work with higher education pre-service teacher programs to ensure general and special education candidates are trained in structured literacy. The bill adds statutory definitions for dyslexia, dyslexia-sensitive universal screening, structured literacy instruction, universal screening, and related terms.
Impact
SB1001 would amend Chapter 302A, Hawaii Revised Statutes, by adding a new section requiring dyslexia-sensitive screening and intervention practices in public schools and by adding several new definitions to the education code. It would expand the Department of Education’s responsibilities for early literacy identification, intervention, teacher training, and coordination with teacher preparation programs. The bill primarily affects public schools, the Department of Education, teacher training institutions, and students in kindergarten through third grade, especially students with dyslexia or other language and literacy challenges.
Sentiment
The bill appears broadly supportive and remedial in tone, with the stated goal of improving reading proficiency and addressing Hawaii’s lack of dyslexia-specific law. The legislative findings frame the measure as a response to low literacy rates and the need for earlier identification and stronger instructional support. No committee transcripts or recorded votes were provided, so there is no documented opposition or formal vote history to indicate divided sentiment.
Contention
The bill’s main policy emphasis is on whether universal screening should be made explicitly dyslexia-sensitive and whether schools should be required to use structured literacy and evidence-based interventions. Potential points of contention include the cost and administrative burden of implementing new screening requirements, the training demands on teachers and pre-service programs, and how the Department of Education would define, approve, and operationalize the required screening tools and interventions. Because no committee discussion or votes were included, no specific legislators, agencies, or stakeholder groups are identified as opposing or supporting these provisions in the record provided.