Early support, strong readers: How the K-2 reading difficulties screener guides student success

Learning to read starts early, and so does the support at San Juan Unified School District. 

This year, as part of a new state requirement, San Juan Unified introduced a reading difficulties screener for students in kindergarten through second grade. 

Designed to identify early signs of reading difficulties, including risk factors for dyslexia, the screener helps teachers better understand how to support students' literacy. With early support, students can build the foundational skills that help them work toward reading proficiency by third grade.

A closer look at the reading difficulties screener 

While the reading difficulties screener is not a test that will affect the student’s grades, determine reclassification or provide placement for special education services, it is a tool to support students and provides insight that helps teachers respond to those needs early.

During the screening process, students work with staff to identify letters, sounds, or words and may also read aloud or answer questions about what they hear. 

Heather Brandt, a program specialist with San Juan Unified who supports staff across the district with the reading difficulties screener, said the results are used to guide teaching.

“It does not necessarily mean that a student has a learning disability or will have difficulty reading in the future,” said Brandt. “The things that happen next are small group instruction or support in the classroom or maybe outside of the classroom, to teach those skills.”

Once students complete the screener, teachers use the results to guide their lessons and decide if a student may need additional support.

Families are also an important part of the process. After the screener, a letter is sent home in their home language with a summary of the results and suggestions to help their child with reading.

Supporting multilingual students 

The screener is also available in Spanish for students who speak Spanish as their first language. As students complete the Spanish version of the reading difficulties screener, they also must complete the English version.  

The results of both screeners help teachers understand whether a student’s reading challenges are related to learning English or may be a sign of a reading difficulty.

For newcomer students who have been enrolled in a school in the United States for less than a year, the district uses a different approach to ensure they are supported appropriately.

“It consists of contacting families and conducting a family interview that asks about early language development,” shared Amanda Sandberg, a multilingual program specialist in San Juan Unified. “These students would then take the screener either later that year or the following year.”

Questions asked in the interview may include family history of reading challenges or concerns about speech and language, along with identifying the age at which their child started speaking their primary language 

Similar to the English and Spanish screener, the family interview will not determine if a student will be reclassified, assigned a grade or be identified for special education. 

Working together for early learners

Beyond elevating student support, the screener has also strengthened collaboration among staff.

“It's been something that has created a lot of opportunity for collaborative conversations between teachers and grade levels,” said Sandberg. “It allows teams and practitioners to come together to have really productive and engaging conversations around instruction and how they can support their students.”

By identifying needs early and working together with educators and families alike, the district aims to ensure every student has the opportunity to become a confident reader.