Illinois Implements Early Literacy Screening Requirement

A new Illinois law requiring early literacy screenings for elementary school students took affect last month, mandating that public school districts assess and report reading-related data for children in kindergarten through third grade.

The law, passed as Senate Bill 1672, requires districts statewide to conduct standardized early literacy screenings. The goal of the legislation is to identify reading difficulties at an earlier age so schools can provide targeted intervention before students fall behind academically.

Supporters of the law say early screening can help schools detect reading challenges sooner and connect students with additional support. However, some educators have raised concerns that the mandate may lead to an increase in dyslexia labels without addressing broader instructional issues within reading education.

Sarah Fletcher, head of school at White Horse Academy, said many behaviors often associated with dyslexia can result from how reading is taught rather than from a learning disorder itself. She pointed to instructional models that emphasize word guessing and context clues over phonics-based instruction as a contributing factor.

Fletcher said reading programs that rely on recognizing parts of words or using pictures to infer meaning may leave students without a strong foundation in letter-sound relationships. Over time, she said, those gaps can appear similar to symptoms of dyslexia.

She also raised concerns about reduced emphasis on spelling instruction in some school districts, noting that the elimination of spelling lists and tests can affect reading development. According to Fletcher, spelling, writing, and reading are closely connected, and weakening one area can impact the others.

In addition, Fletcher linked changes in handwriting instruction to reading challenges. She said the shift away from cursive writing toward manuscript handwriting can make letter formation more difficult for young students, sometimes resulting in reversed or improperly formed letters that resemble reading disorders.

While Fletcher supports early identification of struggling readers, she said screening alone will not resolve literacy challenges unless accompanied by changes in instruction. She emphasized that phonics-based approaches can address reading issues before they require formal intervention.

At White Horse Academy, Fletcher said the school uses a skills-based assessment that measures phonics and phonological awareness rather than focusing solely on diagnostic labels. She said this approach allows educators to track specific reading skills and provide targeted support without prematurely categorizing students.

As districts implement the new screening requirement, educators across the state are adjusting their assessment practices while continuing discussions about how reading instruction and intervention should be delivered in Illinois classrooms.