top of page

Take Action on California's Reading Crisis

Require evidence-based early literacy instruction grounded in the science of reading so children may reach their full potential


Yes on AB 2222

Reading is the gateway to knowledge and future opportunity for students. Unfortunately, California is facing a literacy crisis in part due to ineffective early literacy instruction. Our children need a strong reading foundation that fosters academic and social-emotional development while preventing disparities in achievement and opportunity for the state's most vulnerable students. Too many kids in California are still not being taught with evidence-based instructional materials and not all educators have been supported with the necessary evidence-based training to effectively teach reading.


To combat this, Assemblywoman Blanca Rubio (D-Baldwin Park) has introduced AB 2222. The billco-authored by 16 bipartisan legislators and sponsored by Decoding Dyslexia CA, EdVoice, and Families In Schoolswill ensure a comprehensive, evidence-based approach to teaching elementary school students how to read in California's public schools. 

Direct the State Board of Education to create an updated, state-approved list of English language arts, English language development, and reading instructional materials that adhere to the science of reading.

Require all elementary school teachers, reading and literacy coaches/specialists, and principals to complete training in a science of reading-based professional development course chosen from a state-approved list.

Provide additional support to the Commission on Teacher Credentialing to build in-house literacy expertise, revamp and strengthen the accreditation review process for literacy teaching standards, and promote and support the training of teacher preparation faculty to build capacity around the science of reading.

AB 2222 Fundamentals

Current State of Early Literacy in California's Public Schools

Nearly 178,000 3rd-grade students (70%) from low-income communities are not meeting state standards for English Language Arts, and the vast majority of those falling behind are disproportionately low-income Black and Latino children, English learners, and students with disabilities. By 3rd grade, students move from learning to read to reading to learn, and those who are not on grade level at this point rarely catch up in their academic journey.


This is a major contributing factor to the 28% adult illiteracy rate in our state, one of the highest in the nation. Research shows that adults with limited literacy are more likely to be unemployed or earn an income that falls below the poverty level. According to the World Literacy Foundation, illiteracy can also lead to poor health conditions, disenfranchisement, and even crime. Among youth involved in the juvenile justice system, up to 85% are functionally illiterate.

Screenshot 2024-01-31 111935.png
Screenshot 2024-01-31 114025.png

Get Involved

If you believe that California has a moral obligation to provide all of our children with the opportunity to reach their full potential, please consider the following actions to support AB 2222. 

Contact Your Representatives

With just a few clicks, tell California's State Assemblymembers that with only four in 10 third-grade students reading on grade level, it is vital that we pass AB 2222 so all classrooms are utilizing evidence-based early literacy instruction. 


Join The Campaign

We'll be sharing important updates on upcoming advocacy opportunities, legislative news, and milestones. Sign up to receive more information about the California Kids Read campaign. 


Share Your Story

Storytelling has the capability to change hearts and minds. Have a personal experience with early literacy in California's public school system that you'd like to share? We'd love to hear from you!

bottom of page