Michigan’s Public Act 146 of 2024 strengthens literacy instruction and support for students with dyslexia and other reading difficulties. Beginning in the 2027–2028 school year, the law establishes requirements for early literacy screening, evidence-based instruction and interventions, progress monitoring, and educator professional learning.

For students in kindergarten through third grade, schools must screen students for characteristics of dyslexia three times per school year using approved assessment tools. For students in grades 4–12, schools must provide screening when a student demonstrates indicators of reading difficulty, based on the criteria outlined in the law. Students identified as needing additional support must receive appropriate reading interventions and progress monitoring.

The law also requires schools to use a Multi-Tiered System of Supports (MTSS) framework, implement evidence-based literacy practices aligned with the science of reading and structured literacy, and ensure that staff providing reading instruction and intervention receive required professional learning. These requirements are designed to help educators identify reading difficulties early, respond to students’ individual needs, and improve literacy outcomes across all grade levels.

MiMTSS Structured Literacy Series- This series provides an introductory overview of Structured Literacy, including details about who receives instruction, what instruction entails, how it is delivered, and why it is essential for developing lifelong readers. Participants will gain knowledge for instruction in each language domain and apply skills for effective Structured Literacy teaching.

Building a New Brain City: Connecting Neuroscience & Educational Practice for Students with Reading Difficulties

Supporting Elementary students with Dyslexia: Effective Instructional Practices within MTSS

Breaking the 'Big Word' Barrier: Empowering Adolescent Readers to Access Complex Text

Spelling as Visible Language: Diagnostic Insight and Instructional Action for Students with Dyslexia

The Future of Fluency: Instructional Strategies that Reflect the Reading Circuit