Maryland

The purpose of this document is to capture state-by-state information of policy and guidelines related to the science of reading / evidence-based reading instruction to be presented on The Reading League Compass, a website of reliable and reputable guidance and resources for targeted stakeholder groups.

Updated 2025

Local control?

Yes

Has your state passed legislation and/or non-legislated rule changes related to the science of reading?

Yes,

The Ready to Read Act was passed in 2019 and requires Local Education Agencies (LEAs) to screen all incoming kindergartners three times a year to determine possible reading difficulties.

• Ready to Read Act (2019) requires Local Education Agencies to screen all kindergarten students for reading difficulties and provide supplemental instruction and communication with families.

The Code of Maryland Regulations (COMAR 13A.03.08) expands the requirement of the Ready to Read Act by requiring screening for first grade, second grade, and third grade students who may be at risk for reading difficulties. It also requires provisions for supplemental reading instruction for identified students; contains annual reporting requirements; and requires evaluation of the screening program.

• Code of Maryland Regulations (COMAR) 13A.03.08 Early Literacy Screening and Supplemental Instruction requires universal early literacy screening in grades K-3, supplemental reading instruction aligned to identified needs, and regular progress monitoring. Retention is not addressed in this regulation because it remains under statute.

Maryland Leads is a Maryland State Department of Education (MSDE) grant initiative designed to support Local Education Agencies (LEAs) in utilizing federal funds to overcome the learning loss resulting from the COVID-19 pandemic, accelerate student learning to narrow opportunity and achievement gaps, and provide more targeted support for historically underserved students and their communities.

The Blueprint for Maryland’s Future was passed by the Maryland General Assembly in 2021 to transform public education in the state into a world-class education system. The Blueprint outlines strategies for ensuring that all Maryland students are college and career ready upon graduation. Initiatives related to the science of reading are required.

• The Blueprint for Maryland’s Future (2021) expanded state education reform and required each Local Education Agency to develop and submit a local literacy plan and implement evidence-based literacy strategies.

Does your state have an approved curriculum list?

Maryland does not maintain a mandated statewide approved curriculum list. Currently, publishers are providing access to materials for the state’s High-Quality Instructional Materials (HQIM) review process. Once the HQIM list is published, it will serve as guidance for Local Education Agencies; however, districts are not required to adopt from the list. Instead, Local Education Agencies must ensure that their selected curricula are aligned to Maryland’s state standards and evidence-based literacy practices.

Was evidence-aligned reading instruction a consideration for the curriculum review?

Yes. Evidence-aligned reading instruction is the central lens for the High-Quality Instructional Materials review process. Rubrics are grounded in the Science of Reading and evaluate alignment to the Maryland Comprehensive Literacy Policy and state standards. Publishers provide access to their materials for review, and the Maryland State Department of Education ensures that all guidance emphasizes evidence-based literacy practices.

Please describe any other instructional-materials work related to the science of reading with links, where applicable

According to Code of Maryland regulation (COMAR 13A.03.08) students in grades K through 3 who are identified as “at risk” for reading difficulties, are required to receive evidence-based supplemental Instruction that is based on data and aligned with the specific areas of need. A list of vetted high quality, evidence based,  supplemental reading programs aligned to the science of reading are provided for LEAs to consider.

Does your state mandate or provide guidance on early screening?

Yes. Code of Maryland Regulations (COMAR) 13A.03.08 Student At Risk for Reading Difficulty, the Comprehensive PreK-3 Policy, and the Ready to Read Act require Local Education Agencies to administer early literacy screeners in grades K-3. The Maryland State Department of Education will provide an updated vetted screener list in Fall 2025. Reporting requirements are established in the COMAR regulation.

Please describe any other assessment work related to the science of reading with links, where applicable

Kindergarten Readiness Assessment (KRA): Recently updated to include enhanced early literacy measures that align with the Science of Reading.

Guidance on systems of assessments: The Maryland State Department of Education is developing guidance for Local Education Agencies on building a coherent system of assessments that includes universal screeners, diagnostic tools, progress monitoring, and summative assessments to inform instruction.

Statewide screener review panel: A panel is being convened to evaluate available screening tools against research-based criteria and provide recommendations for alignment with Maryland’s PreK-3 Comprehensive Literacy Policy.

Does your state have policy or guidance related to MTSS that incorporates information on the science of reading and/or evidence-based literacy practices?

Yes. Maryland’s MTSS framework incorporates evidence-based literacy practices, screening, and tiered intervention.

Does your state have policy or guidance related to instruction and/or professional development

Yes. COMAR 13A.03.08 “Students at Risk for Reading Difficulties” obliges LEAs to provide professional learning for school staff. This professional development must focus on “age-appropriate, evidence-based, sequential, systematic, explicit, and cumulative instruction or intervention for student mastery of foundational reading skills, including phonological and phonemic awareness and processing, phonics, and vocabulary to support development of decoding, spelling, fluency, and reading comprehension skills to meet grade level curriculum.”

In addition, all LEAs are required to complete a Blueprint Implementation Plan in accordance with state legislation that specifies how the school system plans to have 100% of Pre-K-3 staff trained in instructional practices related to the Science of Reading within the next few years with subsequent years dedicated to maintaining that number and ensuring teachers new to the system or to the grade level receive training at their earliest opportunity.

Maryland Leads grant recipients who have chosen to focus on the Science of Reading are required to provide opportunities to all K-3 educators, special education teachers, principals, literacy specialists, and other relevant staff to participate in rigorous professional development aligned to the science of teaching reading.

Does your state have state-developed guidance documents or training courses related to the science of reading?

MSDE offers several training courses related to the science of reading to educators at no cost. 

Topics include

• SoR in Secondary
• SoR Literacy Leadership
• Specialized Knowledge, English Learners
• SoR microcredential course

Please describe any grant work that names the science of reading and/or evidence-aligned instruction including links, where applicable

Maryland received the federal Comprehensive Literacy State Development (CLSD) Grant, which is implemented locally under the name Read & Lead Maryland. This grant supports districts and schools in adopting evidence-based literacy practices aligned to the Science of Reading, with a focus on improving PreK-12 literacy outcomes.

Has your state reviewed standards for alignment to the science of reading?

Yes. Maryland has reviewed English Language Arts standards for PreK-3 to ensure alignment to the Science of Reading, particularly foundational reading skills.

Does your state have guidance or resources for families related to the science of reading?

No. However, all LEAs are required to report data to the state related to the Ready to Read Act and the reading COMAR 13A.03.08, including interventions used and science of reading training provided to teachers. MSDE publishes a summary of this data on the MSDE website.

LEAs are also required to maintain a district-level informational website pertaining to their science of reading initiatives. The individual LEA websites are linked in this document.

Maryland is currently developing family guides. Public links are currently unavailable.

Do you have policy or guidance regarding how to leverage evidence-based practices to support secondary students?

Maryland is currently developing its Adolescent Literacy Policy for grades 4-12. Evidence based practices will be included in the policy.

Does your state have state-developed guidance documents or training courses related to the science of reading and Multilingual learners?

MSDE does not have a policy for leveraging evidence based practices for MLs, however we do offer an asynchronous course to support educators with tools and resources for instruction.

Does your state have licensure or program approval criteria to ensure Educator Preparation Programs are aligned to the science of reading?

Yes. The Maryland State Department of Education’s PreK-3 Comprehensive Literacy Policy requires that Educator Preparation Programs prepare teacher candidates to deliver instruction consistent with the Science of Reading. Through the Maryland Approved Programs (MAP) process, institutions must demonstrate that coursework and clinical experiences provide training in evidence-based reading instruction, including use of literacy screeners, diagnostics, explicit foundational skills instruction, and interventions for students at risk of reading difficulties.

Do you have a “contact us” website that we can share publicly on TRL Compass?

Please describe and link to any other work you would like to share that relates to the science of reading

Early Literacy Coaching Network regional convenings:

• Maryland hosts regional convenings for early literacy coaches across the state. These sessions focus on building coaching capacity, strengthening instructional practices aligned with the Science of Reading, and supporting implementation of the PreK-3 Comprehensive Literacy Policy. Coaches receive professional learning, peer collaboration opportunities, and resources to bring back to their districts and schools.

Literacy Collaboratives for district leaders:

• The Maryland State Department of Education convenes quarterly Literacy Collaboratives that bring together Local Education Agency literacy supervisors, leaders, and specialists. The Collaboratives serve as a professional learning community to share strategies, address implementation challenges, and align district literacy plans to state policy and guidance. Topics often include curriculum alignment, assessment systems, professional development, and supports for multilingual learners.

Annual Statewide Literacy Summit:

• Maryland organizes a yearly Literacy Summit that brings together educators, district leaders, higher education partners, policymakers, and community organizations. The Summit highlights statewide progress, shares research-based practices, and provides targeted sessions on evidence-aligned literacy instruction. The event also serves as a venue for spotlighting Local Education Agency innovations, strengthening cross-agency collaboration, and reinforcing Maryland’s commitment to the Science of Reading.

Use the interactive state map to find descriptions of state-level policy adoption, guidance, and practices related to the science of reading. State policy may include legislation incorporating training or practices related to the science of reading or state education agency guidance regarding policy, professional development, curricula, instruction, or assessment.

Filter by specific topic area(s) to find state-specific work: 

The Reading League expresses gratitude to our collaborators and associates within the state education agencies for sharing their state-specific data. This data will undergo semi-annual updates, contingent upon the availability and resources of the respective state agencies. For any inquiries, clarifications, or updates, please reach out to compass@thereadingleague.org.