Minnesota READ Act

The goal of the READ Act is to ensure that every Minnesota child reads at or above grade level every year, beginning in kindergarten. The READ Act was designed with hearing children in mind. The READ Act required the MDE to establish a Deaf, Hard of Hearing, and DeafBlind working group to make recommendations on literacy training, screeners, and curriculum for students who cannot fully access sound-based approaches such as phonics. As of the 2026-2027 school year, the Working Group continues to further refine recommendations and guidance. 

Who this impacts 

  • Students who are Deaf, Hard of Hearing, or DeafBlind
  • Educators of students who are Deaf, Hard of Hearing, or DeafBlind
  • Educators who are Deaf or Hard of Hearing themselves 
  • General and special education teachers
  • Literacy leaders, coaches, and interventionists
  • School and district administrators
  • Special education directors and coordinators
  • Related-service providers and team members
  • Teacher educators, researchers, and policymakers

Solution

The working group’s report and webinar explain how Minnesota is addressing a critical gap: many standard structured literacy tools rely heavily on access to sound, while students who are Deaf,  Hard of Hearing, or DeafBlind may need alternative or additional pathways to be meaningfully included within the READ Act. 

The resources below will showcase how the working group reviewed the READ Act’s requirements, developed recommendations, and is shaping practical guidance to support equitable access for students and educators who cannot fully access sound-based approaches. It is important to recognize that the needs of DeafBlind students and educators require additional consideration and continued exploration, as their access needs may extend beyond recommendations specific to sound-based instruction. 

Note: specific guidance for other low-incidence populations will be forthcoming.

Who was involved?

Creation of the report included representatives and guests from the following:

  • BrightWorks as a part of the The Minnesota Service Cooperatives (MSC)
  • Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota (UMN)
  • Minnesota Commission of the Deaf, DeafBlind and Hard of Hearing
  • Minnesota Department of Education (MDE), including the READ Act Literacy Unit, State Specialist in Blind and Visual Impairment, and State Specialist in Deaf and Hard of Hearing
  • Minnesota Low Incidence Projects (MLIP), including the Statewide Specialist in DeafBlind and the Statewide Specialist in Early Hearing Detection and Intervention (EHDI)
  • Minnesota State Academies (MSA)
  • Metro Deaf School (MDS) 
  • Intermediate School Districts
  • Regional Low-Incidence Facilitators (RLIFs) 
  • University of Minnesota (UMN) Deaf and Hard of Hearing Teacher Licensure Preparation Program, including the Deaf and Hard of Hearing teacher licensure preparation program in Minnesota approved by the Professional Educator Licensing and Standards Board (PELSB)
  • Teachers of students who are Deaf and Hard of Hearing who are highly knowledgeable about literacy 
  • Reading Researchers specializing in literacy for Deaf/Hard of Hearing and DeafBlind

The READ Act required the MDE to establish a Deaf, Hard of Hearing, and DeafBlind Working Group to make recommendations on literacy training, screeners, and curriculum for students who cannot fully access sound-based approaches such as phonics.  The full report can be found at  FY25 READ Act Deaf, DeafBlind, and Hard of Hearing Working Group report (pdf).