SB1392 would require Hawaii public schools to use department-approved dyslexia-sensitive universal screeners for all students in kindergarten through third grade beginning with the 2026-2027 school year. The screeners must assess skills associated with early reading development, including phonological and phonemic awareness, sound-symbol recognition, alphabet knowledge, decoding, rapid naming, encoding, oral reading fluency, and oral language. The bill also directs schools to provide evidence-based interventions for students identified as having dyslexia or flagged as struggling readers, using the Hawaii multi-tiered system of supports framework.
In addition to screening and intervention requirements, the bill requires the Department of Education to provide professional learning on structured literacy instruction and evidence-based interventions. It also directs the department to work with higher education pre-service teacher programs so that general and special education teacher candidates are trained in structured literacy. 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
The bill would amend chapter 302A and section 302A-101 of the Hawaii Revised Statutes by creating new requirements for early literacy screening, intervention, teacher training, and related definitions. It would expand the Department of Education’s responsibilities in identifying reading difficulties earlier, standardizing the use of dyslexia-sensitive screening tools in grades K-3, and embedding structured literacy and MTSS-based supports into school practice. The measure primarily affects public schools, the DOE, teachers, and teacher preparation programs, and it could increase administrative, training, and intervention obligations across the public education system.
Sentiment
The bill’s stated purpose and framing are strongly supportive of early literacy intervention and dyslexia awareness, and the text presents the measure as a response to Hawaii’s low reading proficiency rates and lack of dyslexia-specific law. No committee transcripts or votes were provided, so there is no recorded legislative debate or roll-call evidence in the materials supplied. Based on the bill text alone, the overall sentiment appears favorable toward stronger reading supports and more systematic identification of students with reading challenges.
Contention
The main policy issue implicit in the bill is whether the state should mandate a specific dyslexia-sensitive screening and structured literacy approach for all public schools, rather than leaving screening and intervention methods to local discretion. Potential points of contention include implementation costs, training demands on schools and teachers, the reliability and selection of approved screeners, and whether the new requirements could add workload or compliance burdens. The bill also distinguishes between students identified with dyslexia and those flagged as struggling readers, which may raise questions about how interventions are assigned and monitored within the MTSS framework.