(Not so) universal literacy screening: a survey of educators reveals variability in implementation

Abstract

Currently, most states in the United States have enacted legislation mandating universal screening for literacy risk in kindergarten through 3rd grade. However, the degree to which these policies translate into consistent, high-quality screening practices remains unclear. In this survey study, we collected responses from a diverse sample of K–3 educators (N = 251) across 39 states, representing varied school types, professional roles, and experience levels, to examine the real-world implementation of universal screening. Guided by the Exploration, Preparation, Implementation, and Sustainment (EPIS) framework, we analyzed quantitative and qualitative data to identify real-world factors that could impede the fidelity and effectiveness of screening implementation. We found substantial variability across multiple dimensions of literacy screening implementation. Educators described considerable variation in screener selection, administration practices, testing environments, training quality, scoring accuracy, and the use of results to guide intervention. Notably, many indicated insufficient training and professional development, expressing uncertainty about administering and interpreting screeners, particularly for English language learners. Nearly half also reported the absence of systematic procedures for developing intervention plans, suggesting that many students identified as at risk do not receive appropriate follow-up support. These implementation challenges occurred despite widespread recognition among educators of screening’s importance for early literacy intervention. Educators from lower-socioeconomic status schools reported significantly greater time burdens in conducting screenings and more technology-related challenges compared to their higher-SES counterparts. Without systematic improvements to implementation support and training, current screening initiatives may fail to achieve their intended goal of early identification and intervention for struggling readers.