California's New Reading Screening Initiative for Young Students

Beginning in the 2025-26 school year, all kindergarten through second-grade students in California will undergo screening for reading difficulties. This initiative aims to identify students who need extra support. Mandated by California law, specifically under Education Code Section 53008, this requires Local Education Agencies (LEAs) to assess students for reading challenges. These challenges may include potential neurological disorders such as dyslexia.

Purpose of the Screening

The primary purpose of this screening process is to inform personalized instruction. It measures student progress and helps identify their unique learning needs. Importantly, the screening is not intended to serve as a formal diagnosis.

Selection of Screening Instruments

California has approved a variety of screening instruments designed for assessing reading difficulties among kindergarten through second-grade students. A selection panel, sanctioned by the State Board of Education (SBE), evaluated these tools based on criteria such as:

• Validity

• Cultural and linguistic appropriateness

• Predictive ability for dyslexia

• Effectiveness in diagnosing other reading disorders

  
  

Approved Screening Tools

The following screening instruments have been approved for use in California:

• Amira Learning (with HMH as partners)

Covers Kindergarten, Grade 1, and Grade 2 in both English and Spanish.

• Amplify Education (mCLASS with DIBELS Edition 8 and mCLASS Lectura)

Available for Kindergarten, Grade 1, and Grade 2 in English and Spanish.

• Standard University, Brain Development Lab (Rapid Online Assessment of Reading - ROAR)

Designed for Grade 1 and Grade 2, available in English only.

• University of California San Francisco, Dyslexia Center (Multitudes)

Covers Kindergarten, Grade 1, and Grade 2 in both English and Spanish.

You can view information overviews for these screening instruments on the California Literacy webpage. For more in-depth guidance, refer to the California Dyslexia Guidelines published by the California Department of Education in 2017. This comprehensive document contains 136 pages of valuable information.

Implementation of the Screening

Students should be screened within the first 45 days of enrollment. For multilingual learners, assessments will be conducted in their primary language if an approved tool is available. If not, alternative evaluation methods will be employed to ensure all students are assessed fairly and accurately.

Opt-Outs and Exemptions

Parents have the right to opt-out of the screening process by providing written consent. Additionally, students may be exempt if they already have a diagnosed reading disorder, receive special education services, or are currently being assessed for eligibility.

Importance of Early Identification

This initiative aims to provide early identification and support for struggling readers. The overarching goal is to improve literacy outcomes for students across the state. Early intervention can make a significant difference, especially for those who may be at risk for reading disorders.

If you're interested in obtaining more details or would like your child to be assessed for signs of dyslexia, consider using the FAR (Feifer Assessment of Reading) instrument. This comprehensive reading test helps in determining the presence of a reading disorder and the specific subtype of dyslexia. As a practitioner, I often utilize this instrument to understand why a student may be struggling in reading. It also aids in selecting the most effective interventions based on a neuroscientific learning approach. For further information on early intervention, you can check Great Aspirations Educational Therapy.

Conclusion

The new screening initiative in California represents a critical step forward in supporting young learners. By implementing early assessments, educators can tailor their instruction to meet each student's needs. This proactive approach helps pave the way for improved literacy skills and ensures that no child is left behind in their reading journey. It's essential that parents stay informed and engaged in this process to help their children thrive.

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