The CA Institute has completed a thorough state-by-state comparative analysis of legislation on screening and interventions for dyslexia, language learning disorders, and early literacy issues in the United States. The results of this project are forthcoming in “Screenings for Dyslexia, Learning Disorders, and Literacy Issues: A U.S. State Legislative Comparative Framework,” in Volume 45 of Loyola University Chicago, Children’s Legal Rights Journal (2025).
In particular, this research explores (1) different types of dyslexia and early literacy screenings and recommended screening tools, (2) different types of interventions to be provided for students identified as at risk, (3) age ranges for student screening and support, and (4) different approaches to implementation across the states.
Our analysis emphasizes how different approaches to tackling learning deficiencies across states may cause unequal distribution of services and interventions across the country. Evidence-based national guidelines would help set uniform standards for low literacy and LLD screening and interventions in schools nationwide, leading to a more robust and equitable response to the needs of students.
The following figures present an overview of our findings.
