California’s Adoption of Reading Difficulties Risk Screening - Scientific Evidence and Policy Relevance

Oct 15, 2026

California policy requires local educational agencies to run universal reading difficulties risk screening once per year for kindergarten through Grade 2, following the 2023 Education Omnibus Budget Trailer Bill and California Education Code § 53008. This policy brief explains the structures and processes needed to reduce implementation challenges, translate screening data into effective instructional support, and strengthen capacity for local and state policymakers. It outlines key components such as expert selection of approved screeners, clear guidance for multilingual learners and special education, required overall literacy-system alignment, and grant-based funding through 2027.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Key Ideas From California’s Policy on Universal Reading Difficulties Risk Screening

Motivation for Universal Reading Difficulties

Prevalence of Reading Difficulties

California’s Adoption of Reading Difficulties Risk Screening Scientific Evidence and Policy Relevance Julian M. Siebert Danielle Gomez Rebecca Silverman Benjamin WDomingue Improving literacy outcomes for all children remains a key policy priority in California. Universal reading screening is an important step towards addressing persistent gaps and deliver equitable support for students who demonstrate reading difficulties. Following the passage of the 2023 Education Omnibus Budget Trailer Bill and codified by California Education Code § 53008, local educational agencies (LEAs) are required to administer universal screening for reading difficulties once per year in kindergarten through Grade 2. This policy brief responds to the mandate to adopt a reading difficulties risk screener by offering guidance to LEAs on the structures and processes needed to reduce implementation challenges. We then outline suggestions for local and state policymakers to build capacity and strengthen support to meet the infrastructural demands in districts across the state. December 2025 Introduction Ensuring that all California students attain reading proficiency has increasingly become a policy priority for the state. Research has established how students learn to read and how those at risk for reading difficulties, including dyslexia, can be identified and supported.1 In response, California has taken steps to embed this evidence in policy by requiring public schools to adopt universal screening for reading difficulties in kindergarten through Grade 2.2 This statewide adoption gives local educational agencies (LEAs) funding and guidance to strengthen early identification and prevention of reading challenges. This brief outlines key considerations for implementing screening measures and for translating screening data into effective instructional support. Key Ideas From California’s Policy on Universal Reading Difficulties Risk Screening California’s adoption of universal reading difficulties risk screening advances literacy policy in California by mandating and funding early screening for all public school children in Grades K–2 by the 2025–26 school year. Specific highlights from the policy include: • establishing the Reading Difficulties Risk Screener Selection Panel (RDRSSP) of experts to evaluate and vote to adopt a list of screening instruments for state approval using a review process approved by the State Board of Education (California Education Code § 53008(b)); • clarifying the definition, use, and research-based criteria of universal screeners for appropriate implementation in LEAs, including guidance for multilingual learners (MLLs), students receiving special education services, and exemptions; • specifying universal screening as one aspect of a school’s overall approach to literacy instruction, assessment and data collection, intervention and support, and family communication; • directing funding for LEAs as part of the Literacy Coaches and Reading Specialists Education Training (LCRSET) Grant through 2027 to develop literacy programs and interventions as well as to hire coaches and reading specialists; • providing additional funding for LCRSET to a selected County Office of Education (COE) to develop training for literacy coaches and reading specialists; and • allotting funding to support statewide implementation of evidence-based practicesand curricula, data use, and professional development. Together, these provisions mark a significant step towards aligning California’s literacy policy with research-based practices for identifying students in need of stronger early support for reading and providing evidence-based instruction and intervention. 2 California’s Adoption of Reading Difficulties Risk Screening Motivation for Universal Reading Difficulties Risk Screening in California California’s adoption of universal reading difficulties risk screening reflects a policy response to persistent d

FAQs

What does California require regarding universal reading difficulties risk screening?

Local educational agencies must administer universal reading difficulties risk screening once per year for students in kindergarten through Grade 2 under California Education Code § 53008.

How does the state select screening instruments for approval?

An expert Reading Difficulties Risk Screener Selection Panel (RDRSSP) evaluates and votes to adopt a list of screening instruments through a review process approved by the State Board of Education.

What guidance does the policy provide for implementing screeners in diverse student groups?

It clarifies how universal screeners should be defined and used, including implementation guidance for multilingual learners, students receiving special education services, and exemptions.

Oct 15, 2026

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