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<p>In the past decade, states across the United States have enacted an unprecedented number of literacy laws, many of which have been spurred by growing awareness of dyslexia and calls to align instruction with the science of reading. These laws have reshaped policies on screening, curriculum adoption, educator preparation, and intervention. This Special Issue of&#xa0;<i>Annals of Dyslexia</i>&#xa0;contains eleven articles that collectively examine how literacy laws are being implemented, the opportunities and challenges they present, and their consequences for educators and students. Contributions include high-level analyses of dyslexia laws, state-level commentaries on implementation in Kansas and Ohio, survey-based studies of screening practices, reviews of curriculum adoption frameworks, investigations of preservice and in-service educator training, and an outcome study of identification rates and NAEP performance. Across these contributions, a central theme emerges: passing legislation is only the beginning. Effective impact depends on the systems, resources, and professional learning that carry policy into practice.</p>

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Literacy legislation in practice: implementation, impact, and emerging lessons

  • 期刊论文

  • 发表日期：

    2025年10月22日

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  • Timothy N. Odegard,
  • Colby Hall,
  • Katy Kloberdanz

摘要

In the past decade, states across the United States have enacted an unprecedented number of literacy laws, many of which have been spurred by growing awareness of dyslexia and calls to align instruction with the science of reading. These laws have reshaped policies on screening, curriculum adoption, educator preparation, and intervention. This Special Issue of Annals of Dyslexia contains eleven articles that collectively examine how literacy laws are being implemented, the opportunities and challenges they present, and their consequences for educators and students. Contributions include high-level analyses of dyslexia laws, state-level commentaries on implementation in Kansas and Ohio, survey-based studies of screening practices, reviews of curriculum adoption frameworks, investigations of preservice and in-service educator training, and an outcome study of identification rates and NAEP performance. Across these contributions, a central theme emerges: passing legislation is only the beginning. Effective impact depends on the systems, resources, and professional learning that carry policy into practice.