5 Steps Texas Administrators Can Take After K–3 Dyslexia and Reading Screenings

In recognition of the importance of early identification and intervention, Texas Education Agency (TEA) requires districts to use approved reading instruments for pre-K–2 students and universal dyslexia screeners for K–1 students. Districts also must submit dyslexia-risk data to the state and notify families when students are at risk of dyslexia or other reading difficulties. 

This guide can help Texas district leaders move from gathering required assessment and screening data to aligning with TEA mandates and strengthening pre-K–3 learning outcomes. It details recommended steps for administrators in the following areas of evaluation, policy, and intervention:

1. Evaluate composite scores, using reading instrument and screener results as an early warning while considering a variety of other information for a more complete picture.

2. Adhere to Texas dyslexia and early literacy expectations, aligning with the state’s guidelines for support and removing materials that aren’t in line with these efforts.

3. Provide data-driven interventions, prioritizing Structured Literacy approaches that are particularly important for students at risk of dyslexia.

4. Build educator knowledge about dyslexia, offering professional learning that adheres to Texas training expectations.

5. Align policy, practice, and family communication, establishing targets and policies and providing clear notifications to parents.

Texas districts can partner with a science of reading-aligned solution provider to turn state requirements into a clear plan for identifying risk, providing interventions, and assisting educators. Explore each recommended dyslexia screening action and learn how to connect with Lexia® for assistance.