Are We on the Same Page? A Discussion on the Use and Misuse of Early Literacy Assessments

This paper explores the role of early literacy assessments within the context of recently enacted literacy legislation across the United States. Despite over 30 states requiring these assessments to evaluate reading skills and potential risk for reading difficulties, considerable variability exists in how states define and approach reading difficulties and the implementation of early literacy assessments. We begin with a brief overview of influential reading models and the National Reading Panel's foundational report, including their influence on legislation and literacy assessments. The paper then provides a comparative analysis of how states define reading difficulties and implement early literacy assessments, revealing potential misalignment with legislative intentions. Key considerations for policymakers and educators are offered to align the use of assessments with evidence-based practices and improve literacy outcomes for K–3 students. We also underscore the importance of comprehensive approaches to assessment that address the most frequently reported reading difficulties, advocating for strategies that encompass the needs of multilingual learners and students with learning disabilities. The disparities and misalignments identified in this paper call for refined approaches in policy and practice to optimize the role of early literacy assessments to support students’ reading development and improve literacy outcomes.Keywords: early literacy assessments, screeners, reading difficulties, dyslexia, reading legislation, validity