; (B) the value of the inclusion of the science of reading courses for teacher licensing and certification; and (C) how students perform when taught by teachers who have received instruction on the science of reading; and (2) based on the data collected as part of the Program, whether the Secretary recommends reconvening the National Reading Panel. (c) Resource sharing Not later than January 1, 2024, the Secretary shall use the report required under subsection (a) and the results of the study under subsection (b) to create and make available an online platform to provide State and local educational agencies with resources to identify and best serve students in kindergarten through grade 3 who are identified as being at risk for, suspected of having, or having early reading deficiencies or dyslexia, which shall include— (1) evidence-based methods of screening designed specifically for students identified as being at risk for, suspected of having, or having early reading deficiencies or dyslexia; (2) methods of targeted instruction for early reading deficiencies and dyslexia; (3) guidance on developing instructional plans for students identified as having early reading deficiencies or dyslexia; (4) developmentally appropriate curricula and engaging instructional materials and practices for students identified as having early reading deficiencies or dyslexia; (5) structured multisensory approaches to teach language and reading skills to all students, including students identified as being at risk for, suspected of having, or having early reading deficiencies or dyslexia; and (6) a list of suggested training programs for teachers on effective reading instruction methods. 8. Authorization of appropriations There are authorized to be appropriated to award grants to State educational agencies in accordance with this Act, not more than $2,500,000 for each year of the Pilot Program.