Approved Science of Reading Curriculum
Background and Purpose
The Right to Read Act, amended by the Arkansas Legislature in 2019, requires “curriculum programs that are supported by the science of reading and based on instruction that is explicit, systematic, cumulative, and diagnostic, including without limitation: (1) dyslexia programs that are evidence based and aligned to structured literacy or grounded in the Orton-Gillingham methodology, (2) evidence-based reading intervention programs, and (3) evidence-based reading programs that are grounded in the science of reading.” Pursuant to Ark. Code Ann. § 6-17-429(f), the Arkansas Division of Elementary and Secondary Education shall identify and create a list of approved materials, resources, and curriculum programs for public school districts and open-enrollment public charter schools that are supported by the science of reading and based on instruction that is explicit, systematic, cumulative, and diagnostic, including dyslexia programs, evidence-based reading intervention programs, etc.
Arkansas EdReports Catalog
To support district implementation of HQIM with focus and coherence there is a shift in the literacy curriculum review process. The review process will primarily highlight comprehensive core programs that provide sufficient support across the five components of reading. Arkansas has partnered with EdReports for this review process. Please see link below for the Arkansas EdReports catalog.
Component-specific literacy programs approved in the initial cycles of review will remain on the approved list as supplemental options; link is below. This change is supported by the research-based philosophy that comprehensive programs provide focus and coherence as well as supplemental materials for “just in time” interventions. Districts are encouraged to leverage their autonomy to select core, supplemental, and intervention programs that meet the needs of their educational communities.