The Dyslexia Screening and Early Literacy Intervention Pilot Program (Act 69, 2014) was conducted for 3 years in 8 school districts across Pennslyvania. This site is devoted to telling the story of the pilot implementation and sucess.
In June 2013 Rep. Ed Neilson(D) from Phildaelphia introduced HB 198 the
Dyslexia Screening and Early Literacy Intervention Pilot Program. With the support of parents and educators, the pilot was signed into law in June of 2014. The Department of Education, Bureau of Special Education oversaw the implentation of the pilot. An additional five school disticts were added for a total of eight districts. The Advisory Committee was formed and began meeting in July of 2014. Below are the highlights of the bill and its implementation.
- The program will operate in at least 3 school districts for 3 full school
years. Participating districts must provide full-day kindergarten.
- All Kindergarten students in participating districts will be screened for
risk factors associated with future reading difficulties.
- The program will provide a tiered support system, using
evidence-based intervention services for students with risk factors for
early reading difficulties and dyslexia, such as low phonemic awareness,
low letter and symbol naming and inability to remember sequences.
- Teachers and other support personnel will be trained to use multi sensory
structured language programs as part of regular classroom instruction for
students scoring below the benchmark and will provide timely targeted
instruction and strategic re-teaching and intensive intervention in
- Following implementation and evaluation, the state Secretary of Education
will submit an evaluation of the pilot program to the General Assembly,
with recommendations to continue, expand or make changes to the program.
- The Pennsylvanian Department of Education would also determine whether
programs of this type have the potential to reduce future special
education costs in the state.
- The program operated in 8 school districts for three full school years
(2015-16, 2016-17, 2017-18), all of which provided full-day
kindergarten. In combination, these districts served more than 1500
kindergarten students each year.
- In each year of the program, incoming kindergarten students were screened
for risk of reading difficulties using a standard assessment tool.
- The program provided a tiered support system for all students, using
evidence based multi-sensory instructional programs targeting phonemic
awareness and systematic synthetic phonics in grades K through 2.
- Teachers and other support personnel were trained to use multi sensory
structured language programs as part of regular classroom instruction, in
combination with additional small-group instruction for students
identified as being at risk of reading difficulties.
- After each year of the project, AIR (https://air.org) provided an annual
report of the project's progress. The year 2 annual report can be
downloaded here: https://eric.ed.gov/?id=ED582923 . The final report, of
the project has not yet been made available to the public (as of April,