Illinois’ new law mandates early literacy screenings for K-3 students to identify reading difficulties sooner, aiming to improve literacy outcomes. However, some educators, like Sarah Fletcher of White Horse Academy, caution that the screenings may mislabel children as dyslexic without addressing underlying instructional issues. Fletcher argues that many reading struggles stem from teaching methods, such as reliance on whole language learning instead of phonics, and changes in handwriting instruction from cursive to manuscript, which can mimic dyslexia symptoms.

Fletcher advocates for a phonics-based, multisensory approach like Orton-Gillingham to prevent reading difficulties before they arise, emphasizing targeted skill assessments over broad dyslexia labeling. She also highlights the importance of spelling instruction, noting that its decline in some districts may negatively impact reading development and contribute to misdiagnoses. Ultimately, while early screening is beneficial, Fletcher stresses that improving how reading is taught is crucial to truly addressing literacy challenges in Illinois.