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In the 19th century, the Hawaiian kingdom achieved one of the highest literacy rates in the world, where more than 90% of the population could read and write in Hawaiian. Literacy was foundational to opportunity, civic life and self-determination.
Yet today, just over half of Hawaii’s students are reading proficiently, and Hawaii remains the only state in the nation without a law addressing dyslexia. For thousands of keiki with reading difficulties, the absence of statewide, consistent screening and evidence-based instruction means challenges go unidentified for too long, often until students fall years behind academically and see their confidence disappear.
The state Legislature has an opportunity to change that. House Bill 1891 would take a critical step forward by codifying universal dyslexia-sensitive screening in grades K-3 and expanding teacher training in structured literacy, ensuring educators have access to research-backed tools to help every child learn to read.
Reading is the gateway to all learning. When students don’t read at grade level, they have difficulty bridging the transition from “learning to read” (grades K-3) to “reading to learn” (grades 4-12). Students who are not proficient by third-grade reading are four times less likely to graduate from high school, and six times less likely if they come from a high-poverty neighborhood.
Dyslexia often goes underidentified, robbing students of the opportunity to receive appropriate supports. Shockingly, a recent study showed in one prison that nearly 50% of inmates were dyslexic, compared to 15%-20% of the general population, demonstrating how illiteracy can go hand in hand with larger social costs and lost opportunities. The money not spent in early education to help dyslexic students read gets borne much more significantly later in life.
Locally, we’re seeing a lot of momentum for change. Teach For America Hawaii, where I began my education career, has set a bold goal that by 2030, twice as many children in Nanakuli and Waianae will reach proficiency in 3rd-grade reading, indicating they are on a path to economic mobility and co-creating a future filled with possibility. The organization’s north star — its Hokupaʻa — is third-grade reading proficiency precisely because of its direct link to long-term outcomes.
Other organizations like INPEACE are demonstrating what it looks like to invest early and holistically in literacy. Through their Early Literacy Institute, INPEACE works alongside families, childcare providers, and early educators to build the foundational skills that begin long before a child enters kindergarten—strengthening oral language, early reading development, and culturally grounded learning experiences.
But no single organization can solve this challenge alone. Systems-level change requires statewide alignment and investment, which is exactly what HB 1891 offers. This bill builds on work at the Hawaii Department of Education, including universal screening and investments in evidence-based literacy practices, by ensuring that struggling readers are consistently identified and addressed across schools. They also recognize a simple truth: teachers need access to high-quality, evidence-based professional development to meet the diverse needs of learners in today’s classrooms.
Passing HB 1891 would honor Hawaii’s proud literacy heritage while preparing our education system for the future. It would send a clear message that we believe every child, regardless of learning differences, deserves the chance to read confidently, access knowledge, and pursue their dreams.
Hawaii once led the world in literacy. With the passage of HB 1891, we can lead again by ensuring that all of our keiki can learn to read.
David Sun-Miyashiro is executive director of HawaiiKidsCAN.
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