NC Dyslexia Law · Statute

G.S. 115C-83.6 — Read to Achieve

Plain English summary

Starting with the 2022-2023 school year, every kindergarten through third grade student in North Carolina must be given valid, reliable reading assessments, and any student who struggles must receive literacy interventions written into their Individual Reading Plan. Parents of students in first and second grade who are offered a reading camp always have the final say on whether their child attends. The assessments must cover key reading skills including phonological awareness, phonics, fluency, vocabulary, and comprehension.

Key requirements

  • K-3 students SHALL be assessed with valid, reliable, formative, and diagnostic reading assessments made available by the State Board of Education pursuant to G.S. 115C-174.11(a) [G.S. 115C-83.6(a)]
  • Reading difficulties identified through assessments SHALL be addressed with literacy interventions outlined in the student's Individual Reading Plan [G.S. 115C-83.6(a), 2022-2023 version]
  • Parents or guardians of students identified as demonstrating reading comprehension below grade level SHALL make the final decision regarding reading camp attendance [G.S. 115C-83.6(a)]
  • K-3 assessments SHALL yield data usable with the Education Value-Added Assessment System (EVAAS) to identify root causes of reading difficulty and determine corrective actions [G.S. 115C-83.6(a1)]
  • The Department of Public Instruction SHALL provide all formative and diagnostic assessment data to EVAAS using a uniform template with clear designations for each data component [G.S. 115C-83.6(a2)]
  • Formative and diagnostic assessments and resultant literacy interventions SHALL address oral language, phonological and phonemic awareness, phonics, vocabulary, fluency, and comprehension using developmentally appropriate practices [G.S. 115C-83.6(b)]
  • Assessments may be administered by computer or other electronic device [G.S. 115C-83.6(b)]
  • Local school administrative units are encouraged to partner with community organizations, businesses, and other groups to provide volunteers, mentors, or tutors to assist with literacy interventions [G.S. 115C-83.6(c)]

Affected parties

  • Local school administrative units (must comply — administer assessments, provide interventions, develop Individual Reading Plans)
  • State Board of Education (must comply — make valid and reliable assessments available to LEAs)
  • Department of Public Instruction (must comply — supply EVAAS with all K-3 assessment data using uniform template)
  • Kindergarten through third grade students (benefit — guaranteed screening and intervention)
  • Parents and guardians of K-3 students (benefit — parental decision-making right over reading camp attendance)
  • First and second grade students reading below grade level (benefit — reading camp offered as literacy intervention)

Advocacy note

The 2022-2023 version of G.S. 115C-83.6(a) creates a legally distinct obligation: identified struggling readers are no longer just given vague 'instructional supports' but must have specific literacy interventions documented in an Individual Reading Plan, giving parents a concrete written record to reference and enforce at school meetings.

Official source

https://www.ncleg.gov/EnactedLegislation/Statutes/PDF/BySection/Chapter_115C/GS_115C-83.6.pdf