The Benefits and Challenges of State Legislation on Dyslexia Evaluation, Identification, and Instruction

This qualitative case study examined the processes school districts use to screen, evaluate, and identify students with dyslexia and how those processes have changed as a result of recent legislation. The purpose of the study was to understand both the benefits and challenges that emerged following the implementation of House Bill 3928. Participants included 71 questionnaire respondents and three interviewees. Data were collected through questionnaires, semi-structured interviews, and reviews of full and individual evaluations. Data were analyzed using a qualitative approach to identify recurring patterns across sources and emergent themes. Findings revealed several benefits associated with legislative changes, including the provision of specially designed instruction, more comprehensive evaluations, increased access to supports and services, and earlier identification of students with dyslexia. However, participants also reported notable challenges, such as increased referrals and caseload demands, identification complexities, and the integration of additional personnel into evaluation and identification processes. These findings highlight the need for districts to continuously evolve practices and policies to remain compliant with legislation while ensuring students are effectively identified and appropriately served. The study contributes to a deeper understanding of how legislative changes influence school-based dyslexia evaluation and identification practices.