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The guide explains how early literacy instruction connects word recognition and language comprehension, and how screening fits within an MTSS framework. It outlines requirements and approved assessment options, data use to determine risk, monitoring progress, documentation, and family communication to inform early intervention decisions aligned with relevant state statutes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/25-26-screener-implementation-guidance/269035/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/25-26-screener-implementation-guidance/269035.png","ImageObject",300,407,{"name":92,"@type":93},"Dozel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does “dyslexia screening” mean in this guidance?","Question",{"text":112,"@type":113},"The terms do not confirm or diagnose dyslexia. 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SIMPLE VIEW OF READING 1  \nFIGURE 2. MULTI-TIERED SYSTEMS OF SUPPORT MODEL 3  \nFIGURE 3. TYPES OF READERS BASED ON THE SIMPLE VIEW OF READING 6  \nTABLE OF TABLES  \nTABLE 1. RECOMMENDATIONS FOR TIERED INSTRUCTION 5  \nTABLE 2. LIST OF UNIVERSAL SCREENERS APPROVED BY THE OKLAHOMA STATE BOARD OF EDUCATION (2021) 10  \nTABLE 3. LIST OF DYSLEXIA SCREENERS APPROVED BY THE OKLAHOMA STATE BOARD OF EDUCATION (2021) 13  \nOklahoma State Department of Education | Updated August 2025  \nPURPOSE OF THE IMPLEMENTATION GUIDE  \nThis guide has been created to support Oklahoma school districts with early screening for risk of reading difficulties, including characteristics of dyslexia. The guidance provided aligns with the requirements of 70 O.S. § 1210.520, as well as the Strong Readers Act 70 O.S. § 1210.508C.  \nIMPORTANT NOTE ABOUT THIS GUIDE  \nThroughout this guidance document, unless otherwise specified, the terms “dyslexia screening”and “dyslexia” do not refer to or confirm a diagnosis of dyslexia. The statutes listed above pertain to identifying students who may be at risk for reading difficulties, and/or who have characteristics of the condition of dyslexia. Dyslexia screening provided by school districts is intended to provide data to school staff and families to inform early intervention decisions (20 U.S.C. § 1414(a)(1)(E)) .  \nEARLY READING INSTRUCTION  \nEarly reading instruction lays a foundation for a student’s future learning. In these early years, a student is learning to connect sounds to print, translate letter symbols on the page to make words, then put the words together to make meaningful sentences. At the same time, the student is learning new vocabulary and the conventions of the English language to understand both the stated and implied meaning of a text. This foundation is critical for future learning as well as success later in life.  \nWhen considering early reading instruction, it is helpful to keep in mind that most reading skills fit into two large components: word recognition and language comprehension (see Figure 1) .  \nFigure 1. Simple View of Reading  \nOklahoma State Department of Education | Updated August 2025 1  \nThe product of the skills in these two large components is reading comprehension, which is the overall goal of instruction. Word recognition skills are those skills that help students decod","cbCaipArXmXh5lNr","https://ap.wps.com/l/cbCaipArXmXh5lNr","pdf",2692674,38,"English","# Purpose of the Implementation Guide\n## Important Note About This Guide\n## Early Reading Instruction\n## Multi-Tiered System of Supports for Early Literacy\n# Understanding Reading Difficulties\n## Universal Screening for Reading\n## Purpose of Universal Screening\n## Requirements for Universal Screening Assessments\n## Approved Universal Screening Assessments\n# Screening for Characteristics of Dyslexia\n## Definition of Dyslexia\n## Purpose of Screening for Risk of Dyslexia\n## Requirements for Screening for Characteristics of Dyslexia\n## Approved Screening Instruments for Characteristics of Dyslexia\n# Using Data to Determine Risk for Reading Difficulties\n## Vendor-Specific Technical Guidance\n# K – 3: Creating an Instructional Support Plan\n## Monitoring Progress\n## Exemptions to the Provisions of the Strong Readers Act\n## Accommodations for Special Situations\n## Considerations for Child Find and Special Education\n## Family Communication\n## Documentation and Reporting\n# Frequently Asked Questions\n# Appendices\n## Timeline for Screening\n## Strategies for Family Support","[{\"question\":\"What does “dyslexia screening” mean in this guidance?\",\"answer\":\"The terms do not confirm or diagnose dyslexia. They identify students who may be at risk for reading difficulties and/or show characteristics associated with dyslexia so schools and families can plan early intervention.\"},{\"question\":\"How does universal screening fit into an MTSS framework?\",\"answer\":\"Universal screening is one MTSS component used to identify students at risk, followed by informal diagnostic assessment, tiered evidence-based instruction, and progress monitoring using valid tools to guide decisions.\"},{\"question\":\"What is the purpose of screening for characteristics of dyslexia?\",\"answer\":\"The guidance describes screening to support early identification of students at risk for reading difficulties related to dyslexia characteristics, define relevant requirements, and specify approved screening instruments.\"}]","25-26% Screener Implementation Guidance | PDF",1789442774,96]