Whereas the Individuals with Disabilities Education Act (20 U.S.C 1401(30)) defines a specific learning disability as— (1) a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations; (2) such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia; and (3) such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of intellectual disabilities, of emotional disturbance, or of environmental, cultural, or economic disadvantage. Whereas a specific learning disability is the most prevalent disability of students who are served under the Individuals with Disabilities Education Act of 2004, impacting 34 percent of all students who received special education services; Whereas the National Assessment of Educational Progress indicates that more than 95 percent of 4th and 8th grade students with a specific learning disability were not proficient in reading in academic year 2022; Whereas the National Assessment of Educational Progress indicates that more than 93 percent of 4th and 8th grade students with a specific learning disability were not proficient in math in academic year 2022; Whereas National Assessment of Educational Progress Math and Reading scores indicate that Black and Hispanic students with a specific learning disability experience even greater opportunity gaps than their White and Asian peers; Whereas research shows that students with specific learning disabilities can achieve commensurate with their peers, if given appropriate instruction and support; Whereas developmentally appropriate universal screening should begin as early as possible to assess which students demonstrate the most pervasive risk factors for specific learning disabilities