NebraskaREADS Rules & Regulations

The NebraskaREADS initiative was created to serve the needs of students, educators, and parents along the journey to successful reading. The NebraskaREADS initiative supports the policies and practices outlined in the Nebraska Reading Improvement Act, which was enacted in 2018 and went into effect during the 2019-2020 school year. The law takes a comprehensive approach to improve the early literacy skills of Nebraska’s K-3 students. It emphasizes the importance of strong early reading instruction and individualized supports for students who are struggling. The Nebraska Reading Improvement Act values the need to implement, with fidelity, targeted interventions to bring all students to grade-level proficiency. The Nebraska State Board of Education supports and encourages systemic efforts to improve early literacy for all students as outlined in their Early Literacy Position Statement.

Nebraska Revised Statute 79-2607

Nebraska Revised Statute 79-2607 defines evidence-based reading instruction as (a) in alignment with scientifically based reading research and does not include the three-cueing system model of reading instruction; and [that the] (b) three-cueing system model of reading instruction is an approach to foundational skills instruction that involves the use of three different types of instructional cues which include semantic, syntactic, and graphophonic. This resource provides information about the three-cueing system, how to recognize the model in practice, and helpful resources for using evidence-based practices and materials.

Nebraska Revised Statute 79-11, 157.01

Nebraska Revised Statute 79-11,157.01 requires school districts to collect and provide to the Nebraska Department of Education information related to dyslexia.

The data collection and reporting outlined in this law is required for all Nebraska public school buildings.

Download a PDF of Nebraska Revised Statute 79-11, 157.01 FAQ