Signs of dyslexia and reading troubles can be spotted in kindergarten — or even preschool – Los Angeles Times

Report on California’s Early Reading Screening Initiative and its Alignment with Sustainable Development Goals

California has implemented a new state mandate requiring the screening of children in kindergarten through second grade for reading difficulties, including dyslexia. This initiative, effective this year, represents a significant step towards achieving key United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). By ensuring early identification and intervention, the state aims to provide inclusive and equitable quality education for all children, preventing long-term learning disparities.

Rationale for Early Screening: A Preventative Approach to Education and Well-being

The mandate positions California as the 40th state to adopt such a measure, addressing reading scores that are currently below the national average. This proactive strategy is grounded in scientific research indicating that brain structures related to literacy develop from birth. Early screening is thus framed as a form of “preventative medicine,” directly contributing to SDG 3 (Good Health and Well-being) by mitigating the potential for future academic and psychological distress associated with undiagnosed learning differences.

Key Objectives of the Initiative

• To identify children at risk for reading difficulties before they fall significantly behind.
• To provide timely and targeted interventions that leverage the brain’s plasticity in early childhood.
• To flag early indicators of dyslexia, facilitating a pathway to further evaluation without providing a formal diagnosis.
• To create a more equitable educational foundation, thereby reducing inequalities in learning outcomes as outlined in SDG 10.

Early Indicators of Reading Difficulties

The screening process focuses on pre-reading skills that are foundational to literacy. Identifying challenges in these areas is critical for early intervention and aligns with the goals of SDG 4.2, which emphasizes quality early childhood development and pre-primary education.

Common Signs in Preschool-Aged Children

• Difficulty with rhyming or a lack of interest in rhyming games.
• Struggles with phonological awareness, such as manipulating sounds in words.
• Challenges in remembering simple songs, colors, or names of common objects.
• Persistent sound reversals or mispronunciations (e.g., “Fran Sansico” for San Francisco) beyond the age of 4 or 5.
• Difficulty learning to write their own name.

Methodology of the New Screening Process

The state-approved screeners are administered individually and are designed to be efficient, taking approximately 10 to 15 minutes per child. The process is adaptive, focusing on areas where a student may be struggling, to provide educators with precise data for targeted support.

Core Components of the Assessment

1. Phonological Awareness: Children are asked to orally manipulate sounds within words (e.g., identify the word “cat” without the initial ‘c’ sound).
2. Rapid Naming: Students are timed on how quickly they can name a series of objects, testing their ability to retrieve word sounds.
3. Alphabet Knowledge and Vocabulary: The screener assesses familiarity with letters and a child’s range of vocabulary.
4. Auditory and Visual Memory: In first and second grade, tasks may include repeating sentences or recalling a missing symbol from a sequence to test working memory and attention.

Post-Screening Intervention and Support System

The primary outcome of the screening is to provide actionable data to educators, enabling them to move beyond guesswork and implement targeted support. This structured response is fundamental to achieving the inclusive education targets of SDG 4.

A Multi-Tiered Framework for Action

• Targeted Instruction: Teachers use the results to identify specific skill deficits (e.g., distinguishing between ‘s’ and ‘sh’ sounds) and provide focused instruction in small group settings.
• Monitoring Progress: Screeners are ideally administered multiple times a year to track a child’s development and assess the effectiveness of interventions.
• Specialized Support: Children who continue to struggle may receive additional help from a school’s reading interventionist.
• Referral for Evaluation: If challenges persist, a child can be referred for a formal evaluation, which may lead to a diagnosis of dyslexia or another learning disability and more intensive support.

Conclusion: Advancing Educational Equity through Early Action

California’s mandatory early reading screening program is a critical policy for advancing educational equity. By identifying and addressing the foundational building blocks of literacy, the state is taking a decisive step to ensure that all children have the opportunity to succeed. This initiative directly supports the global commitment to SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities), with future ambitions to extend screening to transitional kindergarten to intervene even earlier and ensure no child is left behind.

Analysis of Sustainable Development Goals in the Article

1. SDGs Addressed or Connected to the Issues

   The article on California’s new reading screening mandate for young school children addresses and connects to several Sustainable Development Goals (SDGs). The primary goals identified are:

   • SDG 4: Quality Education: This is the most central SDG. The article focuses entirely on improving educational outcomes by ensuring all children, especially those with potential learning difficulties like dyslexia, acquire foundational literacy skills. The mandate for early screening is a direct policy action to enhance the quality and equity of education from the earliest grades.
   • SDG 3: Good Health and Well-being: The article connects early educational intervention with health outcomes. It quotes Dr. Marilu Gorno-Tempini, who describes the early screening as “preventative medicine.” This framing suggests that addressing learning difficulties early is crucial for a child’s cognitive development and overall well-being, preventing long-term struggles.
   • SDG 10: Reduced Inequalities: By identifying and providing support to children with reading difficulties and potential disabilities like dyslexia, the initiative aims to reduce educational inequalities. It ensures that vulnerable children are not left behind, providing them with the necessary tools to participate fully in education and, subsequently, in society. The story of a child who didn’t learn to read until age 10 highlights the inequality the program seeks to prevent.

2. Specific Targets Under Those SDGs

   Based on the article’s content, several specific SDG targets can be identified:

   • Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
     
     The article directly supports this target by focusing on improving foundational literacy. The screening program is designed to identify children who are struggling so they can receive “needed interventions before they fall too far behind,” which is essential for achieving effective learning outcomes in primary school and beyond.
   • Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.
     
     The initiative screens children in kindergarten, first, and second grade, and the article mentions the hope to eventually screen 4-year-olds in transitional kindergarten. This focus on the earliest years of schooling is aimed at ensuring children develop the necessary “pre-reading skills that form the building blocks for literacy,” making them ready for primary education.
   • Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities…
     
     The program is specifically designed to flag children for early signs of dyslexia, a learning disability. By providing “targeted instruction” and referring children for further evaluation and support, the system works to ensure that children with disabilities have equal access to a quality education.
   • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… disability…
     
     The article illustrates how failing to identify dyslexia early can lead to significant educational delays (e.g., the child who couldn’t read until age 10). The screening program promotes inclusion by providing a mechanism to support children with disabilities from the start of their educational journey, preventing the long-term exclusion that can result from falling behind academically.

3. Indicators Mentioned or Implied

   The article mentions or implies several indicators that can be used to measure progress towards the identified targets:

   • Reading Proficiency Levels: The article explicitly states that California has “reading scores below the national average.” This implies that standardized reading scores are a key indicator used to measure educational outcomes and the success of interventions like the new screening mandate.
   • Percentage of Children Screened: The new mandate requires screening for all kindergarteners, first-, and second-graders. The number and proportion of eligible children who are screened is a direct process indicator of the program’s implementation and reach.
   • Number of Children Identified as At-Risk: The primary purpose of the screeners is to “identify children with reading difficulties who could benefit from additional help.” Therefore, the number of children flagged by the screeners serves as an indicator of the prevalence of reading challenges and the program’s effectiveness in identifying them.
   • Provision of Interventions: The article describes the next steps after identification, such as breaking children into “smaller groups to receive targeted instruction” or getting help from a “reading interventionist.” The number of children receiving these follow-up services is an indicator of the system’s response to the screening results.
   • Rate of Formal Diagnosis: For children whose problems persist, the article notes they can be “referred out for an outside evaluation, where they might be formally diagnosed with dyslexia or another reading disability.” The rate of such diagnoses following referral is an indicator of the pathway from screening to specialized care.

4. Table of SDGs, Targets, and Indicators

   SDGs	Targets	Indicators
   SDG 4: Quality Education	4.1: Ensure quality primary education with effective learning outcomes. 4.2: Ensure access to quality early childhood development and pre-primary education. 4.5: Ensure equal access to all levels of education for persons with disabilities.	Reading proficiency scores (implied by “reading scores below the national average”). Percentage of children in kindergarten through second grade screened for reading difficulties. Number of children identified as at-risk for reading difficulties. Number of children receiving targeted interventions and support.
   SDG 3: Good Health and Well-being	3.8: Achieve universal health coverage, including access to quality essential health-care services.	Implementation of early screening programs framed as “preventative medicine.”
   SDG 10: Reduced Inequalities	10.2: Empower and promote the social and economic inclusion of all, irrespective of disability.	Rate of referral for formal evaluation of learning disabilities like dyslexia. Provision of specialized support (e.g., intensive tutoring) for children diagnosed with reading disabilities.

Source: latimes.com