Growing awareness of reading difficulties such as dyslexia have prompted the rise of legislation requiring schools to screen all students for reading difficulties. Universal screening programs involve quick, regular assessments of specific reading-related skills so that educators can determine which students need support. Robin Irey and colleagues describe the components of common universal screening programs and discusses how schools can use data from screenings to make instructional decisions within a multi-tiered system of support.
BallC.R.ChristTJ. (2012). Supporting valid decision making: Uses and misuses of assessment data within the context of RTI. Psychology in the Schools, 49, 231-244.
2.
Darling-HammondL.HylerM.E.GardenerM.EspinozaD (2017). Effective teacher professional development. Learning Policy Institute.
3.
DenoS.L. (2003). Curriculum-based measures: Development and perspectives. Assessment for Effective Intervention, 28 (3-4), 3-12.
4.
EpsteinJ.L.SandersM.G.SimonB.S.SalinasK.C.JansornN.R.Van VoorhisF.L. (2002). School, family, and community partnerships: Your handbook for action (2nd ed.). Corwin.
5.
FoormanB.R.MoatsL.C. (2004). Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education, 25 (1), 51-60.
6.
FuchsD.DeshlerD.D. (2007). What we need to know about responsiveness to intervention (and shouldn’t be afraid to ask). Learning Disabilities Research & Practice, 22 (2), 129-136.
7.
FuchsD.FuchsL.S. (2006). Introduction to Response to Intervention: What, why, and how valid is it?Reading Research Quarterly, 41 (1), 93-99.
8.
GearinB.TurturaJ.Kame’enuiE.J.NelsonN.J.FienH. (2018). A multiple streams analysis of recent changes to state-level dyslexia education law. Educational Policy.
9.
GerstenR.BeckmannS.ClarkeB.FoegenA.MarshL.StarJ.WitzelB. (2009). Assisting students struggling with mathematics: Response to intervention (RTI) for elementary and middle schools. U.S. Department of Education, What Works Clearinghouse.
10.
GilbertJ.K.ComptonD.L.FuchsD.FuchsL.S. (2012). Early screening for risk of reading disabilities: Recommendations for a four-step screening system. Assessment for Effective Intervention, 38 (1), 6-14.
11.
IkedaM.NessenE.WittJ. (2008). Best practices in universal screening. Best Practices in School Psychology, 5, 103-114.
12.
JanuaryS.A.KlingbeilD.A. (2020). Universal screening in grades K-2: A systematic review and meta-analysis of early reading curriculum-based measures. Journal of School Psychology, 82, 103-122.
13.
JenkinsJ.HudsonR.JohnsonE. (2007). Screening for at-risk readers in a response to intervention framework. School Psychology Review, 36.
14.
JimersonS.BurnsM.VanderheydenA. (2015). From response to intervention to multi-tiered systems of support: Advances in the science and practice of assessment and intervention. In JimersonS.BurnsM.VanderheydenA. (Eds.). Handbook of Response to Intervention. Springer.
15.
MellardD.F.JohnsonE. (2007). RTI: A practitioner’s guide to implementing response to intervention. Corwin.
16.
MellardD.F.McKnightM.WoodsK. (2009). Response to intervention screening and progress-monitoring practices in 41 local schools. Learning Disabilities Research and Practice, 24 (4), 186-195.
17.
National Center on Intensive Intervention. (2024). Academic screening tools chart. American Institutes for Research.
18.
OdegardT.FarrisE.MiddletonA.OslundE.RimrodtS. (2020). Characteristics of students identified with dyslexia within the context of state legislation. Journal of Learning Disabilities. 53.
19.
PetscherY.PentimontiJ.StanleyC. (2019). Reliability Improving literacy brief: Understanding screening. National Center on Improving Literacy.
20.
VanderheydenA.WittJ.GilbertsonD. (2007). A multi-year evaluation of the effects of a Response to Intervention (RTI) model on identification of children for special education. Journal of School Psychology. 45, 225-256.
21.
YoumanM.MatherN. (2018). Dyslexia laws in the USA: A 2018 update. Perspectives on Language and Literacy, 37-41.
