Summary
Schools can screen for dyslexia by universally testing all students with a quick digital tool, then following up on flagged results.
Key takeaways
- Screening works best when it is universal, testing every student rather than only those already flagged for reading concerns, which gives a fuller picture and supports early intervention.
- A quick digital screener that includes Rapid Automatic Naming makes the process efficient and unbiased, delivering fast results without requiring extra training or manual data analysis.
- A screening identifies students who may need support, but it is not a diagnosis, so flagged results should be followed up with an expert evaluation and paired with strong phonics instruction.
At one time or another, we’ve all heard a kid declare, “I hate school!” This frustration may stem from a struggle with reading. Students with dyslexia face far greater obstacles than their classmates when it comes to building literacy skills. Early intervention is critical, yet only 40 states have passed legislation requiring student screening for dyslexia, according to the National Center on Improving Literacy.
Testing for dyslexia in schools
How can educators identify at-risk students and address their needs? Here are six steps to test a child for dyslexia.
1. Make dyslexia screening universal.
The International Dyslexia Association recommends screening every student in your school for dyslexia. This can give you a glimpse into how all of your students are performing, not just those who struggle with reading.
2. Choose a time-saving assessment tool.
Using a digital dyslexia screener is a way to get quick, accurate, and unbiased results. You don’t need additional training or data analysis. A digital screener does the analysis for you, saving time for you to focus on instruction. Some can get the job done in as little as five minutes.
3. Make sure the screener includes key components.
Choose a screener that has the Rapid Automatic Naming (RAN) component, which tests students’ ability to quickly and effortlessly identify letters, symbols, phonemes, words, and objects.
4. Determine the number of students to be tested.
When using a digital screener, make sure you have enough computers, desks, and chairs for the number of students being screened at one time.
5. Notify parents or guardians.
Let parents know that all students will be screened for dyslexia and other reading challenges. Be ready to explain the reasoning behind this decision.
6. Review the results.
A screening is not a diagnosis. A screening only identifies those students who need intervention and those who don’t. Follow up with an expert for an official diagnosis.
Whatever the results, be sure to carve out time for explicit and systematic teaching of phonics, which benefits every student. Follow the International Dyslexia Association’s recommendations for a structured literacy program that teaches phonology, morphology, phonics, letter sounds, fluency, and reading comprehension. For strategies based in the science of reading, check out the U.S. Department of Education’s What Works Clearinghouse. Inquire within your school district or state department of education about dyslexia advisors who can recommend local resources.
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This blog, originally published in 2020, has been updated for 2025.
Frequently asked questions
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What is the difference between dyslexia screening and diagnosis?
Screening is a quick, universal check that flags students who may be at risk for dyslexia and need further support. It does not diagnose dyslexia. A comprehensive evaluation uses multiple sources of information to determine the nature of a student’s reading difficulty and whether the student qualifies for services. The professionals involved and terminology used vary by state and setting. Screening simply identifies who should be looked at more closely, serving as an early filter rather than a conclusion.
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At what age or grade should dyslexia screening begin?
Early screening is widely recommended because early intervention is most effective, so many screening efforts begin in the earliest grades, including kindergarten and first grade. Catching risk before reading struggles compound gives students the best chance to build strong literacy skills. Requirements vary by state, so local policies determine exact timing.
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What is Rapid Automatic Naming (RAN) and why does it matter?
Rapid Automatic Naming measures how quickly and easily a student can name familiar items such as letters, symbols, numbers, objects, or colors. Slow naming speed is associated with reading challenges, making RAN a valuable component of a dyslexia screener. Including it helps a screener more accurately flag students who may need additional support.
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Is dyslexia screening required in all states?
No. Dyslexia-screening requirements vary by state. Educators should consult their state education agency or a current state-by-state policy resource for applicable requirements.
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What should schools do after a student is flagged by a screener?
A flagged screening result is a starting point, not a diagnosis. Schools should review the results alongside other information, provide timely evidence-based instruction targeted to the student’s needs, monitor progress, communicate with the family, and conduct a comprehensive evaluation when the available evidence indicates that one is needed.
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