FL S1424

Establishes phonics instruction for decoding and encoding as the primary instructional strategy for teaching word reading, explicitly prohibiting three-cueing system and visual memory models in reading instruction for foundational skills.

Requires schools to identify students with reading deficiencies in kindergarten through grade 3 and provide intensive, explicit, systematic reading interventions immediately following identification, with department-approved intervention programs and daily targeted small group instruction.

Creates new mathematics deficiency requirements for students in kindergarten through grade 4, mandating systematic instruction, intervention programs, parental notification, and home-based support plans similar to reading deficiency protocols.

Expands early warning system indicators to include substantial reading deficiencies in kindergarten through grade 3 and substantial mathematics deficiencies in kindergarten through grade 4 as triggers for school support.

Requires teacher preparation programs, professional development, and instructional materials to align with science of reading principles and prohibits adoption of materials using three-cueing or visual memory approaches for foundational reading skills instruction.