Students learn best when schools identify reading challenges early and provide support before they fall behind.

H.B. 296, Reading Disability Amendments, sponsored by Rep. Susan Pulsipher, strengthened Utah’s reading assessments by requiring schools to identify characteristics of dyslexia during existing literacy screenings and respond with appropriate interventions.

Building on that work, H.B. 393, Early Intervention for Dyslexia Amendments, sponsored by Rep. Ariel Defay, created Utah’s Dyslexia Screening Pilot Program in partnership with the University of Utah. S.B. 81, Dyslexia Testing Amendments, sponsored in the House by Rep. Ariel Defay, requires schools to respond when assessments identify characteristics of dyslexia, reading delays, or a lack of reading competency.

Together, these reforms help schools identify struggling readers earlier and connect students with the support they need to succeed.

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The rapid rise of dyslexia in public discourse reflects a long-overdue shift in education. For decades, students with persistent reading difficulties were misunderstood, mislabeled or overlooked entirely. Increased awareness has helped dispel harmful myths, fueled the Science of Reading movement, and prompted schools to take literacy instruction more seriously.

The urgency could not be greater. According to the 2024 National Assessment of Educational Progress (NAEP), only 31% of fourth graders performed at or above the proficient level in reading, while 40% scored below the basic level, the highest percentage since 2002.

The Science of Reading has transformed what educators know about teaching children to read. The challenge now is no longer one of knowledge. It is one of implementation.

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There is no one test or tool that encompasses all the recommended skills. This is not an inclusive or recommended list of screeners/programs. Any screening
tool(s) selected must have evidence of adequate reliability and validity. Administration, scoring and interpretation should be completed in accordance with the
directions, norms and cut points provided with the instrument.

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Had the response to my son during the reviews been: “Your idea is good, show me more!”, his reply would have been: “You ain’t seen nothing yet!”

So, please don’t you say “Wow me!” if you are not ready to be wowed.

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McGraw Hill has announced the integration of ROAR^® (Rapid Online Assessment of Reading) into its K–12 literacy portfolio. Developed at the Stanford Graduate School of Education’s Reading and Dyslexia Research Program, ROAR is the only literacy screener designed to assess foundational reading skills across the full K–12 continuum.

The addition of ROAR is intended to strengthen connections between assessment, curriculum, and intervention, enabling educators to identify student needs earlier and provide targeted support. The tool, grounded in more than a decade of reading and neuroscience research, helps educators recognize diverse reading challenges, including dyslexia, and apply evidence‑based interventions more effectively.

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