Every parent wants their child to thrive, and success begins with literacy. Reading, writing, and communication are the essential building blocks for critical thinking, problem solving, and life readiness. Michigan leaders—including the Governor, the Legislature, the Michigan Department of Education (MDE), the State Board of Education, and the Michigan Department of Lifelong Education, Advancement, and Potential (MiLEAP)—are working together to provide all students with a strong literacy foundation.
Our goal is simple: every child reads. A strong literacy foundation is vital for all Michiganders to thrive in their classroom, community, and future workplace right here in Michigan.
To ensure every child reads, we’re betting big on what works according to evidence-based best practices: providing an early start for all learners, using proven methods to teach reading, and giving our students any extra help they need to succeed.
These strategies build on our shared commitment to strong public schools, excellent educators and thriving students. Michigan has made historic investments in public education while prioritizing more resources for communities with greater needs.
Building an essential foundation for success by supporting families as a child’s first teacher and providing high-quality early learning experiences. Early exposure to language and literacy are crucial.
Today, over 51,000 children are enrolled in the Great Start Readiness Program (GSRP), and nearly 60% of four-year-olds statewide are served across all PreK for All classrooms—a 23-percentage-point increase since 2020. Michigan’s goal is to enroll 75% of four-year-olds in high-quality programs at no cost to their families. Additionally, Michigan is working to make child care more affordable and accessible. Since 2019, participation in the state’s child care scholarship has increased by approximately 33%, saving over 48,000 children and their families thousands of dollars a year. Attending high-quality early learning programs sets kids up with early literacy skills they need to stay on track.
Investing in early intervention for infants and toddlers has been a state priority, resulting in a 373% increase in funding for Early On, significantly improving the availability of services for kids and families who need extra help to reach their developmental milestones.
Michigan is prioritizing professional development on the science of reading for early educators through literacy days of learning, Literacy Essentials training, and specialized training for early educators to support children with dyslexia. Our early learning and PreK standards are nationally recognized, aligning with K–12 expectations, and our strong PreK model meets all 10 national quality standards. As we enhance early literacy support, educators across all settings need access to high-quality professional learning on literacy acquisition and effective early development strategies.
Michigan is engaging families in early literacy through regional events and easy-to-use resources. This includes hosting Literacy Days and providing access to literacy experts as well as resources like books and easy-to-use guides for newborn, toddler, and PreK families. These efforts give families practical tools and training to support literacy from the start.
Ensuring that the science of reading and other evidence-based teaching methods and resources are consistently used in all Michigan classrooms.
Strengthening class-wide reading instruction for all students by providing extensive instruction consistent with structured literacy and the science behind how the brain learns to read. This includes both word recognition skills and language comprehension, two foundational skills that help readers decode words and understand what they read.
Michigan is continuing to invest in comprehensive professional learning to equip every educator with the skills needed to master the foundations and fundamentals of reading and writing instruction. This includes nationally recognized strategies like LETRS (Language Essentials for Teachers of Reading and Spelling) training and the use of literacy coaches to provide additional support to educators in the classroom. To date, more than 6,000 Michigan educators have completed LETRS training at no cost to them, with state funding already secured for tens of thousands of additional early childhood and K–12 educators and administrators to be trained across the state. Additionally, Michigan’s Multi-Tiered System of Supports Technical Assistance Center (MiMTSS TA Center) is supporting a network of trained facilitators who promote research-based practices in literacy instruction.
For the first time, Michigan is providing lists that local districts can use to identify and purchase proven curriculum materials. Districts must notify families if they use materials not on the state-approved list, continuing to elevate the need for proven resources to drive reading instruction. Last year alone, over 550 districts received a total of $87 million to adopt proven curriculum to support reading instruction. For 2025–26, an additional $70 million in support is available.
The Committee for Literacy Achievement (CLA) critically evaluates literacy materials, professional development, and tools or services in order to make recommendations on ways to increase literacy outcomes. MDE maintains a list of these resources and their evaluations on their website. The CLA isa team of literacy experts and practitioners, representing teachers, institutes of higher education, early childhood educators, administrators, educational organizations, researchers, MDE staff, and MiMTSS TA Center consultants.
As part of these literacy efforts, Michigan is also scaling the focus of assessments, instruction, and interventions beyond elementary school to ensure educators and students at all grade levels have the support they need to develop as strong readers, writers, and communicators through high school graduation and beyond.
Helping schools spot reading challenges early and making sure students get the right support as soon as they need it. This includes connecting children with extra help in their classrooms, at home, and in their communities so they can build strong reading skills and stay on track.
The K-12 Literacy and Dyslexia Law (sometimes called the Reading for All law), will be fully implemented by the 2027–28 school year. These new requirements ensure early screening for all grade K–3 and 4–12 grade readers who display characteristics of dyslexia and strong, consistent parent communication about the results. Additionally, the Michigan Dyslexia Handbook provides strategies that educators can use to accelerate outcomes for learners with dyslexia characteristics. Additionally, the MiMTSS TA Center is supporting the K-12 Literacy Dyslexia Research Network, a network of trained literacy coaches who promote research-based practices in supporting students who display characteristics of dyslexia, in addition to hosting the Dyslexia Summit, a virtual event for educators and leaders.
Michigan will enhance efforts to connect more kids to individualized support, including increasing the number of tutors reading with children one-on-one and in small groups during the school day. Multiple types of instructional supports, including reading interventions, will support students in any grade level required to have a reading improvement plan.
Michigan is making significant state investments to expand access to before-school, after-school, and summer programs, particularly in high-need communities. These investments, including $75 million in 2025–26, serve multiple goals, one of which is improving learning and literacy outside of regular school hours.
Getting there will require an understanding that progress takes persistence and meaningful support for students and educators, which requires continued investment. We’ll need commitment from every corner of the state, from Ironwood to Detroit, and from parents and educators to business leaders, philanthropic partners, and community leaders.
By working together, Team Michigan can deliver on the promise of improved literacy outcomes for our students and ensure every child reads.
