5 Steps How to Screen for Dyslexia and Launch Tiered Interventions

by | Apr 14, 2026 | A PRIDE Post, Dyslexia

As a school leader, you know that the “wait to fail” model is a thing of the past. Today, the focus is on proactive identification and immediate support. When we talk about screening for dyslexia and tiered interventions, we aren’t just talking about a compliance box to check; we are talking about a lifeline for struggling readers. By implementing a robust Multi-Tiered System of Supports (MTSS), you can ensure that every child, regardless of their starting point, has a clear path toward reading proficiency.

Key Takeaways

  • Early Identification is Critical: Universal screening in Kindergarten through Grade 2 is the most effective way to prevent long-term reading failure.
  • Data-Driven Decisions: Use screening data to categorize students into Tier 1 (core), Tier 2 (supplemental), and Tier 3 (intensive) support levels.
  • MTSS Framework: A Multi-Tiered System of Supports (MTSS) ensures that every student gets the level of help they need without delaying services.
  • Evidence-Based Curriculum: Successful interventions require a curriculum rooted in the Science of Reading and Orton-Gillingham principles.
  • Leadership Matters: School leaders must prioritize scheduling, teacher training, and high-quality resources to make tiered interventions work.

Establishing a Universal Screening Process

The foundation of any successful literacy initiative is universal screening. This is a brief, evidence-based assessment administered to all students, typically from Kindergarten through the end of second grade. The goal isn’t to diagnose dyslexia on the spot, but to identify students who are “at risk” for reading difficulties.

Effective screeners look at key indicators such as phonemic awareness, letter-sound knowledge, and rapid automatized naming (RAN). According to the National Center on Improving Literacy, identifying these red flags early allows schools to provide targeted support before a student falls significantly behind their peers.

As a leader, your role is to ensure that the screening window is clear on the school calendar and that teachers have the training needed to administer these assessments accurately. Screening should happen at least three times a year, fall, winter, and spring, to monitor progress and catch any students who might be slipping through the cracks.

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Analyzing Data to Drive Instructional Grouping

Once the screening data is in, the real work begins. It’s easy to get overwhelmed by spreadsheets and scores, but for school leaders, the focus should be on the “big picture” of your school’s health.

A healthy MTSS model generally follows an 80-15-5 distribution. Ideally, 80% of your students should be finding success with Tier 1 core instruction. If that number is lower, it’s a signal that your core reading curriculum may need an overhaul to include more structured literacy practices.

For the remaining 20%, you’ll need to form data teams, consisting of teachers, literacy coaches, and specialists, to look at individual profiles. Are these students struggling with decoding? Fluency? Phonological processing? Grouping students by their specific skill deficits is the most efficient way to maximize your intervention resources.

Implementing Tier 2 Supplemental Support

Tier 2 is where we provide a “double dose” of instruction. These are students who are performing below grade-level expectations but aren’t in need of highly intensive, one-on-one help yet. Tier 2 interventions should be delivered in small groups (usually 3–5 students) and should focus on reinforcing the skills taught in Tier 1.

The key to Tier 2 success is consistency. These sessions should happen 3–5 times a week for about 20–30 minutes. It is vital that this intervention time does not replace core reading instruction; it must be in addition to it. Leaders play a crucial role here by protecting “intervention blocks” in the master schedule so that students don’t miss out on essential grade-level content.

During these sessions, teachers should use evidence-based materials that provide explicit, systematic instruction. Programs like the PRIDE Reading Program are designed to be easy to implement, allowing teachers to focus on student engagement rather than hours of lesson preparation.

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Launching Tier 3 Intensive Interventions

For the approximately 5% of students who do not respond to Tier 2 support, Tier 3 is necessary. This is the most intensive level of support and often involves smaller groups (1–3 students) or even individualized instruction.

Tier 3 is characterized by increased frequency, duration, and intensity. This is where the Orton-Gillingham approach truly shines. Students at this level often have significant gaps in their foundational skills and require a multisensory approach that engages their visual, auditory, and kinesthetic pathways simultaneously.

It is a common misconception that Tier 3 is the same as Special Education. In an MTSS framework, Tier 3 is a general education initiative designed to provide the highest level of support possible. However, the data collected during Tier 3, including frequent progress monitoring, is invaluable if a student eventually needs an evaluation for a Specific Learning Disability (SLD) like dyslexia.

Choosing the Right Curriculum for Success

You can have the best screening system in the world, but if your intervention curriculum doesn’t align with the Science of Reading, your students won’t make the necessary gains. Organizations like The Reading League emphasize the importance of using materials that are explicit, systematic, and cumulative.

When evaluating a curriculum for your school, look for:

  • Explicit Instruction: The teacher clearly explains and models every new concept.
  • Systematic Progression: Lessons build logically from simple to complex skills.
  • Multisensory Components: Students use their senses to “anchor” learning (e.g., using letter tiles or sand trays).
  • Decodable Text: Students practice reading with books that only contain the phonics patterns they have already learned. For older students, specialized decodable books are essential to maintain engagement and dignity.

The PRIDE Reading Program provides an “out-of-the-box” solution for school leaders. Because it is a scripted, easy-to-use program, it reduces the training burden on your staff while ensuring that every student receives high-quality, Orton-Gillingham-based instruction.

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FAQ

How often should we screen students for dyslexia?
Universal screening should occur three times per school year: fall (baseline), winter (mid-point check), and spring (final progress check). This allows you to adjust tiered supports based on real-time student growth.

Is dyslexia screening the same as a diagnosis?
No. A screening identifies “at-risk” markers. A formal diagnosis requires a comprehensive evaluation by a qualified professional, such as a school psychologist or neuropsychologist. However, screening allows you to start intervention before a formal diagnosis is made.

What if we don’t have enough staff for Tier 3?
Many schools leverage paraprofessionals, reading specialists, or even trained volunteers to help deliver interventions. Using a structured, easy-to-follow curriculum like PRIDE allows a wider range of staff members to deliver effective support with confidence.

Can we use RTI/MTSS to delay Special Education services?
Absolutely not. Federal law (IDEA) is clear that the RTI process cannot be used to delay or deny an evaluation for special education. If a teacher or parent suspects a disability, the evaluation process should move forward even if tiered interventions are already in place.

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