NASBE Analysis Highlights Massachusetts and Georgia’s Effort to Advance Dyslexia Screening and Intervention

Alexandria, VA – Nearly one in five children have dyslexia, yet many of these struggling readers, particularly those from marginalized communities, go undiagnosed. Early identification and effective, targeted reading intervention are critical to these students’ long-term success. A new NASBE analysis highlights the efforts of two states—Massachusetts and Georgia—to set policy on universal dyslexia screening, targeted literacy intervention, and progress monitoring.

While Massachusetts had screening guidelines in place, it had no system for ensuring that students were receiving appropriate, effective screening and intervention. To increase access to dyslexia screening, the state board of education in 2022 required districts to screen all students in K-3 twice annually using state-approved instruments.

In Georgia, legislation on identifying and supporting students with dyslexia led its state board to adopt a stand-alone rule requiring universal screening for K-3 students, implementation of evidence-based interventions and practices, progress monitoring and reporting, and parental consent and ongoing support.

The 2019 legislation also required the Georgia university system to develop and implement a dyslexia course of study and a dyslexia endorsement in its teacher preparation programs to better equip teachers.

The analysis outlines key considerations for states in setting universal screening policies, including the instruments used to assess dyslexia, the skills assessed, the age and grade level of students for receiving screening, how often screening is administered, and ways to keep parents informed.

“Early recognition of warning signs [of dyslexia], well-targeted screening and assessment, effective intervention, and ongoing monitoring of progress are all critical to the ongoing success of students with learning disabilities,” writes author Joseph Hedger.

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