[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-583807-105":59,"doc-detail-583807-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","district-considerations-for-universal-dyslexia-screening","District Considerations for Universal Dyslexia Screening","","District Considerations for Universal Dyslexia Screening addresses how universal dyslexia screening policies and practices affect English learners (ELs). It explains key challenges in implementing screening, emphasizing the need for valid interpretation of screener results for students with limited oral language development and minimal knowledge of English phonemes. The brief also describes why dyslexia screeners may mismeasure ELs’ pre-literacy skills and outlines considerations to support reliable, valid screening and early intervention.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/district-considerations-for-universal-dyslexia-screening/583807/",{"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/district-considerations-for-universal-dyslexia-screening/583807.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do districts need special considerations when universally screening for dyslexia among English learners?","Question",{"text":112,"@type":113},"Universal screening can increase the risk of misdiagnosis because common screeners are most reliable for students who have acquired oral proficiency in English. ELs may have different pre-literacy skills across English and their home language, requiring careful interpretation and implementation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What definition of dyslexia does the brief use?",{"text":117,"@type":113},"The brief cites the International Dyslexia Association’s definition: dyslexia is a specific learning disability with neurobiological origin, characterized by difficulties in accurate and/or fluent word recognition, poor spelling, and decoding linked to deficits in the phonological component of language.",{"name":119,"@type":110,"acceptedAnswer":120},"What common state and city approaches to universal dyslexia screening are described?",{"text":121,"@type":113},"The brief notes that many states have adopted universal dyslexia screening requirements, often in early grades (K-2). It also highlights that some states and cities have pursued legislation or policies, including an example of New York City adopting such a policy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583807,1792191655,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","District Considerations for Universal Dyslexia Screening:  \nR BT  \nX  \nS  \nA  \nC  \nM P  \nEnsuring Appropriate Implementation and Instruction for English Learners  \nCouncil of the Great City Schools Fall 2022  \nPurpose  \nIn light of the growing development in policy and practice that recognizes the importance of early identification of students at risk for reading difficulties and dyslexia through universal screening, districts will need to carefully consider how this may impact English learners. The purpose of this brief is to (1) share potential challenges regarding the implementation of universal dyslexia screening for English learners (ELs) and (2) highlight considerations that ensure English learners are appropriately screened given their language development trajectory and the foundational literacy instruction ELs have received. Furthermore, the brief offers considerations for the appropriate interpretation and use of screener results when districts are required to universally screen for dyslexia, including for students who have limited oral language development and little to no knowledge of English phonemes (e.g., when sound/letter correspondence differs between languages with different writing systems) .  \nThis brief focuses specifically on English learners, whose foundational literacy trajectory is different than that of English-speaking children. Although dyslexia screeners can be useful for identifying students at risk for reading difficulties in English, they may mismeasure or fail to capture English learners’ pre-literacy skills, which can comprise different levels of development in English and in their home language. Considerations for reliable and valid dyslexia screening in ELs to ensure early intervention and reduce the risk of misdiagnosis may also apply to other students who have limited exposure to pre-literacy skills, limited foundational skills instruction, experience navigating unique dialects of English, or who—because of the pandemic—have had significant interruptions in schooling. There  \nhas been a long history of ELs and culturally and linguistically diverse students being disproportionately represented in disability categories. The complexity of distinguishing between (a) reasonable expectations for ELs in attaining language acquisition milestones and (b) a potential learning disability (Hoover, Baca, & Klingner, 2016), requires attention to how universal dyslexia screeners are used with culturally and linguistically diverse student groups.  \nIntroduction  \nMany states have adopted universal dyslexia screening requirements, especially focused on the early grades (K-2) for purposes of timely identification of students who are at risk for reading difficulty due to dyslexia and could benefit from early intervention and support. This has implications for how school districts ensure that they continue to determine, in valid ways and using a variety of measures, what instructional supports students need to succeed in Tier I instruction. Specifically, commonly used and available dyslexia screeners are most reliable and valid for students who have acquired oral proficiency and  \nUniversal Dyslexia State and  \nDistrict Policies  \nForty states now mandate universal dyslexia screening. California, New York, Pennsylvania, and North Carolina are a few example states without such a mandate (Pera & Replogle, 2022) . In states, and even some cities, where dyslexia screenings are not mandated, there has been recent advocacy to enact legislation mandating universal dyslexia screening (Jones, 2022) . New York City is an example of a city that recently adopted a universal dyslexia screening policy (Office of the Mayor, City of New York, 2022) . A common reason for screening in the early years is the importance of early detection to address reading difficulties that may negatively impact achievement and socialemotional development (Pera & Replogle, 2022) .  \nCouncil of the Great City Schools 1  \nfoundational literacy sk","cbCaigRHiyR5mP7z","https://ap.wps.com/l/cbCaigRHiyR5mP7z","pdf",667947,"English","# Purpose\n# Introduction\n# Universal Dyslexia State and District Policies\n# What is Dyslexia?\n# Communicating with Families of ELs about Screening for Dyslexia","[{\"question\":\"Why do districts need special considerations when universally screening for dyslexia among English learners?\",\"answer\":\"Universal screening can increase the risk of misdiagnosis because common screeners are most reliable for students who have acquired oral proficiency in English. ELs may have different pre-literacy skills across English and their home language, requiring careful interpretation and implementation.\"},{\"question\":\"What definition of dyslexia does the brief use?\",\"answer\":\"The brief cites the International Dyslexia Association’s definition: dyslexia is a specific learning disability with neurobiological origin, characterized by difficulties in accurate and/or fluent word recognition, poor spelling, and decoding linked to deficits in the phonological component of language.\"},{\"question\":\"What common state and city approaches to universal dyslexia screening are described?\",\"answer\":\"The brief notes that many states have adopted universal dyslexia screening requirements, often in early grades (K-2). It also highlights that some states and cities have pursued legislation or policies, including an example of New York City adopting such a policy.\"}]","District Considerations for Universal Dyslexia Screening | PDF",1792048510,15]