HB1891 requires the Hawaii Department of Education to add a dyslexia-sensitive, linguistically appropriate universal screening to the state’s existing reading screening process. Beginning with the 2028-2029 school year, department schools must screen all students in kindergarten through grade 3, as well as any new student entering a department school for the first time in Hawaii. The screening must measure skills associated with early reading development, including phonological awareness, sound-symbol recognition, decoding, rapid naming, encoding, oral reading fluency, and oral language.
The bill also directs 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 support. In addition, the Department of Education must provide professional development for staff 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 defines key terms such as dyslexia, structured literacy instruction, and universal screening, and exempts Hawaiian language immersion schools and charter schools from its requirements.
HB1891 would add a new section to Chapter 302A, Hawaii Revised Statutes, creating a statewide statutory framework for dyslexia-focused screening and intervention in department schools. It expands the Department of Education’s obligations beyond general universal screening by requiring a specific screening tool approved by the department and by mandating interventions, monitoring, staff training, and teacher-preparation coordination. The bill does not apply to Hawaiian language immersion schools or charter schools, and it takes effect July 1, 2026, with screening requirements beginning in the 2028-2029 school year.
The bill appears to have broad support and little recorded opposition. It passed Senate Education, Senate Ways and Means, and both conference committees unanimously, with all recorded votes showing no nays. The legislative findings and bill structure reflect a strong policy consensus around improving early literacy, identifying reading difficulties earlier, and using structured literacy approaches to support students with dyslexia and related language challenges.
The main policy issues are not reflected as partisan conflict in the votes, but the bill does draw lines around implementation. One point of potential contention is the exemption for Hawaiian language immersion schools and charter schools, which means the new screening and intervention requirements will not apply uniformly across all public education settings. Another possible issue is the operational burden on the Department of Education, schools, and teacher preparation programs, since the bill requires new screening practices, staff training, and coordination with higher education institutions. The bill also implicitly addresses whether existing universal screening is sufficient, concluding that it is not for identifying dyslexia and certain language-based reading challenges.