Future of Dyslexia Screening: New Whitepaper Outlines Critical Role of Early Risk Identification

"Bringing Dyslexia Screening Into the Future" presents evidence-based, developmentally informed, and practically grounded recommendations for education leaders

BLOOMINGTON, Minn., Oct. 1, 2026 /PRNewswire/ -- Renaissance, a global leader in pre-K–12 education technology, today released a new whitepaper on redesigning dyslexia screening to better reflect current research and improve efficacy. The whitepaper is co-authored by leading language, reading development, and dyslexia experts Dr. Matthew Burns, Dr. Tim Odegard, Dr. Rachel Brown-Chidsey, and Dr. Tiffany Hogan, who will present these findings at the upcoming International Dyslexia Association 2026 Conference.

In 2025, the International Dyslexia Association revised its definition to recognize that dyslexia exists on a continuum of severity and that early oral language weaknesses often foreshadow later literacy challenges. The new whitepaper presents a clear argument for modernizing dyslexia screening to better reflect this new definition, current research, child development, and the practical realities of school implementation.

"Dyslexia is a complex, developmental, language-based learning disability rather than a single fixed deficit," said Burns, a Fein Professor of Special Education at the University of Florida. "To accurately flag early indicators of risk, screening should move beyond fragmented, compliance-driven practices in favor of coherent, prevention-oriented systems that identify students early, guide instruction, and improve literacy outcomes."

Key insights from the new whitepaper include:

• Oral language: Weaknesses in oral language appear before formal schooling and can predict later reading and spelling struggles. Preschool and early kindergarten screening must include oral language, along with phonological awareness and other emergent skills.
  
  
• Developmental guidance: Dyslexia risk looks different in preschool and kindergarten than it does in later grades. The authors map developmentally aligned screening guidance from preschool through sixth grade to match shifts in reading development.
  
  
• Evidence-based instruction: Identifying risk is only the first step. The authors emphasize that screening data must remain tightly linked to instructional response within a multi-tiered system of support (MTSS).
  
  
• Multilingual learners: Dyslexia is not caused by bilingualism. Oral language and vocabulary constructs are vital to accurately distinguish between typical second-language development and a disability-related reading difficulty.
  
  
• Preserving instructional time and resources: Poorly designed screening systems cause false positives, false negatives, and the misallocation of vital intervention resources. The authors advocate for using the minimum number of measures necessary to identify at-risk students and ensure they receive targeted support.

"This new whitepaper serves as a call to redesign dyslexia screening around what matters most: early risk identification, effective instruction, and better outcomes for students," said Dr. Michelle Hosp, Senior Director of Assessment Innovation at Renaissance. "When we align our screening practices with developmental science, we can create a more equitable path to reading success for every child."

In accordance with the whitepaper's focus on the role of oral language in dyslexia screening, Renaissance has also partnered with Hogan on the development of new Sentence Repetition measures.

"Sentence repetition is one of the best-established indicators of language difficulties, including developmental language disorder, because it asks children to use vocabulary, grammar, and memory in a single, quick task," said Hogan, Professor of Communication Sciences and Disorders at Mass General Brigham University of Health Professions. "Bringing this measure into K–3 screening helps educators see the whole reader and identify children who might otherwise be missed."

The new Sentence Repetition measures are available for field testing beginning this month to educators who use Renaissance's Star CBM Reading assessment, either as part of the Star Assessments suite or through the new Renaissance Assessment solution.

The full whitepaper is available for download at info.renaissance.com/dyslexia-screening-whitepaper. The authors will be presenting the whitepaper at the Annual Reading, Literacy & Learning Conference hosted by the International Dyslexia Association, held Nov. 12–14, 2026, in Las Vegas, Nevada.

About Matthew Burns, PhD
Burns is a Fein Professor of Special Education at the University of Florida. He is co-editor of Remedial and Special Education and the Journal of MTSS and is dedicated to positively influencing practice in K–12 schools.

About Tim Odegard, PhD
Odegard is Professor of Psychology at Middle Tennessee State University and editor-in-chief of the Annals of Dyslexia. His research spans the identification of struggling readers, effective intervention methods, and comprehensive teacher training.

About Rachel Brown-Chidsey, PhD, NCSP
Brown-Chidsey is Associate Professor of School Psychology at the University of Alaska Anchorage. Her research focuses on effective interventions in MTSS, and she serves on the Advisory Board of the International MTSS Association.

About Tiffany Hogan, PhD, CCC-SLP
Hogan is Professor of Communication Sciences and Disorders at Mass General Brigham University of Health Professions (formerly MGH Institute of Health Professions). Her focus is on literacy assessment and intervention, including dyslexia, developmental language disorders, and implementation science.

About Renaissance
As a global leader in education technology operating in more than 110 countries, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Through our comprehensive suite of connected solutions, we deliver powerful, aligned tools that support teaching and learning at every stage.

Renaissance Intelligence, our first-of-its-kind Education Intelligence System, unifies assessment, instruction, practice, and curriculum in one AI-powered workflow, turning real-time data into actionable guidance that helps educators personalize teaching and make informed decisions with confidence.

We believe that technology can unlock a more effective learning experience, ensure that students get the personalized teaching they need to thrive, and help educators and administrators to truly, fully, See Every Student. Learn more at renaissance.com.

SOURCE Renaissance