In recent years, a scientific approach to reading education has gained traction due to the joint efforts of educators, parents, and state leaders. This movement for better reading instruction has helped to fuel a wave of legislation to address widespread and persistent reading deficits of American students. While reading difficulties cut across socioeconomic lines, they disproportionately affect students living in poverty as well as those from black, brown, and indigenous communities. This report aims to investigate how states have responded to this increased pressure for improved reading outcomes. Specifically, the authors analyzed reading-related state legislation enacted between 2019 and 2022. The study involved categorizing 223 bills enacted in 45 states and the District of Columbia during this period and examining over 40 dimensions, such as teacher preparation, professional development and curriculum. The objective was to provide a granular description of states' efforts to enhance reading instruction, with the following goals: (1) Foster constructive discussions that support states in developing effective roadmaps for advancing reading reform; (2) Encourage states to devise supplementary policies (e.g., guidance, additional legislation) to address the areas needing improvement identified in this report; and (3) Appeal to the research community for assistance in filling legislative gaps, not only to align with current evidence-based principles, but also to adapt to the evolving nature of scientific research. [This report is based on research funded in part by the Ibis Group.]