Screenings for Dyslexia, Learning Disorders, and Literacy Issues: A U.S. State Legislative Comparative Framework

Authors

Andrea Lollini, University of California Law San Francisco
Maryna Tsapok, University of California Law San Francisco
Sara Hundt, University of California Law San Francisco

Abstract

This article provides a comparative analysis of state legislation on screening and interventions for dyslexia, language learning disorders, and early literacy issues in the United States. The analysis emphasizes how different approaches to tackling learning deficiencies across states in the U.S. may trigger unequal distribution of services and interventions across the country. Furthermore, the lack of uniform definitions and terminology employed by state lawmakers makes it difficult to evaluate the efficiency of implemented policies. Evidence-based federal guidelines would help set uniform standards for low literacy and LLD screening and interventions in schools nationwide, leading to a more robust and equitable response to the needs of students.

First Page

1

Recommended Citation

Andrea Lollini, Maryna Tsapok & Sara Hundt, Screenings for Dyslexia, Learning Disorders, and Literacy Issues: A U.S. State Legislative Comparative Framework, 45 CHILD. LEGAL RTS. J. 1 (2025).
Available at: https://lawecommons.luc.edu/clrj/vol45/iss2/2