Aderholt Remarks at Hearing on the Science of Reading

Good morning.  It is my pleasure to convene our first hearing of the year on the critical issue of childhood literacy. As we all know, developing strong reading skills at an early age is a foundational building block for lifelong success. When students master basic reading skills by the fourth grade, they make the important transition from “learning to read” to “reading to learn.” That is why these early years are so crucial, and why we owe it to our children to provide them with proven, effective instruction in reading.

To that end, I hope today’s hearing will highlight the tremendous work of state and local leaders to advance what has become known as the Science of Reading. I also want to thank my colleague from California, Mr. Harder, for championing this issue and building awareness around today’s topic. Also, Rep. Dale Strong from Alabama, while not on this subcommittee, has also been a champion for this issue and I appreciate his input as well.

The Science of Reading is a research-based approach to literacy instruction that places a strong emphasis on phonics. States that have adopted Science of Reading strategies have implemented comprehensive literacy plans featuring high-quality course work and rigorous teacher training.

These states are achieving remarkable success for their students. From 2013 to 2024, Mississippi rose from 49th to 9th in the nation in fourth grade reading scores and is now tied for the third-highest reading proficiency rate among underprivileged students. While many refer to this achievement as the “Mississippi Miracle,” others have more accurately called it the “Mississippi Marathon,” reflecting the sustained effort and perseverance required to produce such results.

Other states adopting Science of Reading strategies have experienced similar gains. Louisiana improved from last to 16th in the nation in fourth grade reading between 2019 and 2024, and Tennessee moved from 31st to 23rd. I am also proud to report that my home state of Alabama advanced from 49th to 34th during that same period. We still have a long way to go, but this progress is an important step in the right direction. Notably, Alabama was one of only two states—along with Louisiana—to exceed pre-COVID levels in fourth grade reading achievement.

Much of this progress has been achieved with fewer financial resources per pupil than are available in many other states, demonstrating that increased spending alone is not a cure-all. The key is the wise and prudent use of resources directed toward proven teaching methods and a strong focus on fundamentals.

This record of success also underscores the importance of a bottom-up approach to education reform, rather than top-down mandates from Washington. States are rightly leading the way as laboratories of innovation and improvement in our education system.

I look forward to hearing from our distinguished panel of witnesses today about the Science of Reading and the promise it holds for improving literacy outcomes for our nation’s young students.