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Floor Speech

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Mr. REED. Mr. President, literacy opens the door for lifelong opportunity and economic success. Yet, the long-term trend in the National Assessment of Educational Progress, NAEP, shows continued declines in reading scores with record-low percentages of students reporting regularly reading for fun outside of school. We need urgent action to ensure that all children have the means and the right to read. That is why I am pleased to join Representative Adelita Grijalva and Senators Schatz, Hirono, Durbin, King, Whitehouse, and Wyden in introducing the Right to Read Act.

The Right to Read Act leverages the tools that will make our students strong, lifelong readers. It requires States and school districts to have policies protecting the right to read, which includes access to evidence-based reading instruction; access to effective school libraries; access to developmentally and linguistically appropriate materials--including at home; family literacy support; and the freedom to choose reading materials.

Research consistently shows that investing in school libraries and school librarians improves literacy outcomes, with the connection between high-quality school library programs and student achievement being particularly pronounced for the most vulnerable learners. But not every student has access to library services. In 2020 to 2021, the first full school year after the onset of the COVID-19 pandemic, 29.5 percent of schools reported not having a full- or part-time librarian, an increase from 25.4 percent in 2015 to 2016. Schools with high percentages of economically disadvantaged and minority students were even less likely to have access to certified librarians.

Moreover, school libraries are most effective when they offer resources that resonate, engage, and empower students and that align with their first amendment rights. Too many students are subject to ill-conceived book bans. During the 2024 to 2025 school year, PEN America recorded 6,870 instances of book bans across 23 States. Many of the banned titles address issues of racial, ethnic, or gender identity.

The Right to Read Act addresses the disparities in access to school library resources, ensuring that low-income, minority children, English learners, and students with disabilities are not disproportionately enrolled in schools that lack effective school libraries. It supports the development of effective school libraries, including the recruitment, retention, and professional development of State-certified school librarians. It will also increase the Federal investment in literacy by reauthorizing comprehensive literacy state development grants at $500 million and the Innovative Approaches to Literacy Program at $100 million, targeting critical literacy resources in high- need communities. Importantly, the bill protects access to quality reading materials and provides the resources needed to create a foundation for learning and student success.

In developing this legislation, Representative Grijalva and I worked closely with the library community, including the American Library Association and the American Association of School Librarians. We are also pleased to have the support of the American Federation of Teachers, the National Education Association, the National Council of Teachers of English, PEN America, and Reach Out and Read. These are the experts in helping kids become lifelong readers and learners. I appreciate their insight and assistance on this bill, and I urge my colleagues to join us in cosponsoring this legislation to ensure that all students have a right to read. ______

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