{"data":{"id":"us-sc/s.c.-code-ann.-59-155-110","jurisdiction":"us-sc","citation":"S.C. Code Ann. § 59-155-110","heading":"Reading instruction program.","body":"The South Carolina Department of Education shall implement a comprehensive, systemic approach to reading which will ensure:\n(1) classroom teachers use scientifically based reading instruction in prekindergarten through grade five, to include oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension; administer and interpret valid and reliable assessments; analyze data to inform reading instruction; and provide scientifically based interventions as needed so that all students develop proficiency with literacy skills and comprehension;\n(2) each district, in consultation with classroom teachers, periodically reassess curriculum and instructional materials for alignment with foundational literacy skills and exclusion of materials that employ the three-cueing system model of reading, visual memory as the primary basis for teaching word recognition, or the three-cueing system model of reading based on meaning, structure and syntax, and visual cues;\n(3) each student who cannot yet comprehend grade-level text is identified and served as early as possible and at all stages of his or her educational process;\n(4) each student receives targeted, effective, comprehensive support from the classroom teacher and, if needed, supplemental support from a reading interventionist so that ultimately all students can comprehend grade-level texts;\n(5) after each administration of a universal reading screener or formative assessment as defined in this chapter, each student and his parent or guardian are informed in writing of:\n(a) the student's reading proficiency needs, progress, and ability to comprehend grade-level texts;\n(b) specific actions the classroom teacher and other reading professionals have taken and will take to help the student comprehend texts; and\n(c) specific actions that the parent or guardian can take to help the student comprehend grade-level texts;\n(6) classroom teachers receive pre-service and in-service coursework based in the science of reading, structured literacy, and foundational literacy skills;\n(7) all students develop reading and writing proficiency to prepare them to graduate and to succeed in their career and post-secondary education;\n(8) each school district publishes annually a comprehensive scientifically based reading plan that includes intervention options available to students and funding for these services; and\n(9) all programs focused on early childhood literacy development promote parental involvement in children's literacy and development of foundational literacy skills.","path":["Title 59 - EDUCATION","CHAPTER 155 South Carolina Read to Succeed Act"],"source_url":"https://www.scstatehouse.gov/code/t59c155.php","current_through":"2025 Session of the General Assembly","vintage":"","retrieved_at":"2026-09-02T08:06:29Z","sha256":"6896c0ca098974e62d19f7cdab36ef04051d33f296ae741a940d374dc806e7fd","source_id":"us-sc","stale":false,"prev":"us-sc/s.c.-code-ann.-59-154-10","next":"us-sc/s.c.-code-ann.-59-155-120"},"notice":"GroundRules: Original legal text. Not legal advice."}