Okla. Stat. tit. 70, § 70-1210.508B: Legislative findings — Purpose

A. The Legislature finds that it is essential for children in

the public schools to read early and well in elementary school. The

Legislature further finds that clear and visible goals, assessments

to determine the reading level at each elementary school, use of a

scientifically based and researched methodology in reading

instruction in addition to regular and periodic measurements of

elementary school reading improvement, and accountability in each

level of the educational system will result in a significant

increase in the number of children reading at or above grade level.

B. The purpose of the Strong Readers Act is to ensure that

progression from one grade to another is determined, in part, upon

proficiency in reading, that school district board of education

policies facilitate reading instruction and intervention services to

address student reading needs, and that each student and his or her

parent or legal guardian be informed of that student’s reading

progress.

C. Each public school district in this state shall ensure that

all students receive a well-rounded education that is focused on

building deep foundations in reading, writing, and mathematics. The

State Board of Education shall encourage school districts to

integrate the teaching of the other curricular areas in the subject

matter standards adopted by the Board with the instruction of

reading, writing, and mathematics. All teachers of reading in the

public schools in this state in kindergarten through third grade

shall incorporate into instruction the five elements of reading

instruction which are phonological awareness, decoding, fluency,

vocabulary, and comprehension.

D. It is the intent of the Legislature that beginning with the

2025-2026 school year, school districts and charter schools in this

state shall be prohibited from using the three-cueing system model

of teaching students to read. For the purposes of this section, the

“three-cueing system” means any model of teaching students to read

based on meaning, structure, syntax, and visual cues, which may also

be known as meaning, structure, and visual (MSV), balanced literacy,

or whole language.