Your child's NJ K–3 literacy screening results: what they mean and what to do next
By the Tutor Tables team · Updated · 3 min read
Quick answer
Under New Jersey law P.L.2024, c.52, every public school must screen K–3 students for literacy at least twice a year, starting in 2025–26, and tell parents the results within 30 days of the first screening window. An "at risk" or "below benchmark" result is an early warning, not a diagnosis. Ask the school what skill was weak, what support your child will get through Intervention and Referral Services (I&RS), and when they will rescreen. If progress stalls, a structured, phonics-based tutor can add targeted practice at home.
What the law requires
New Jersey's literacy screening law, P.L.2024, c.52, requires every school district to screen all students in kindergarten through grade 3 for literacy at least twice a year, beginning in the 2025–26 school year.
Parents must be notified within 30 days of the close of the initial screening period. The notice must:
- show how your child's score compares with grade-level norms, and
- describe the range of supports available through the school's Intervention and Referral Services (I&RS).
This is separate from New Jersey's older dyslexia screening law (P.L.2013, c.210). That law requires schools to screen students who show potential signs of dyslexia by the end of the first semester of second grade. If the screen shows risk, the district must provide a comprehensive assessment.
How to read the results letter
Most screening reports use three kinds of language:
| What the letter says | What it usually means |
|---|---|
| At or above benchmark | Your child is on track for this point in the year. |
| Below benchmark / some risk | Your child is behind on one or more early reading skills and should get extra practice and a closer look. |
| Well below benchmark / at risk | Your child is significantly behind and likely needs targeted, frequent intervention. |
Look for which skill was weak. Screeners usually check some of these:
- Phonemic awareness: hearing and changing the sounds in spoken words
- Letter–sound knowledge: knowing which sounds letters make
- Decoding: sounding out words, including made-up "nonsense" words
- Oral reading fluency: how accurately and smoothly a child reads a passage aloud
The weak skill tells you what kind of help your child needs. A child who can't yet blend sounds needs very different practice from a child who decodes accurately but reads slowly.
Five questions to ask the school
- Which specific skill or subtest was below benchmark, and by how much?
- What intervention will my child receive, how often, in what group size, and with whom?
- When is the next screening, and what progress would you expect by then?
- Will I get progress updates between screenings?
- At what point would the school consider a comprehensive assessment or a special education evaluation?
Parents also have a federal right to request an evaluation in writing if they suspect a disability (34 CFR 300.301). You don't need to wait for the school to suggest it.
What good reading help looks like
The U.S. Department of Education's What Works Clearinghouse practice guide for K–3 reading finds strong evidence for two things:
- teaching children to hear the sounds in words and link them to letters
- teaching them to decode and analyze word parts
It also finds moderate evidence for having children read connected text every day.
In practice, good help is explicit, systematic, and cumulative. The tutor teaches one pattern at a time, in a planned order, and reviews it until it sticks, not just "reads together."
When outside tutoring makes sense
Consider a tutor if:
- your child is well below benchmark, or hasn't improved between two screenings
- reading time at home ends in tears or avoidance
- spelling and writing lag far behind what your child can say out loud
How Tutor Tables helps
Our Reading & Literacy Recovery program for grades K–5 works in four steps:
- A free consult with Dr. Gail.
- A reading diagnostic that checks sounds, decoding, fluency, and comprehension.
- A 12-week, structured, phonics-based plan.
- A written progress note every 4 weeks, in plain language you can share with your child's teacher.
We work in person in Lodi (Bergen County) and Manhattan, and online.
Frequently asked questions
Is a literacy screening the same as a dyslexia diagnosis?
No. A screening is a short check that flags children who may need more support. It does not diagnose dyslexia or any disability. New Jersey has a separate dyslexia screening law (N.J.S.A. 18A:40-5.1 to 5.4); if a screen shows risk, the district must provide a comprehensive assessment.
How often will my child be screened?
At least twice a year in kindergarten through grade 3, under P.L.2024, c.52. Many districts screen at the beginning, middle, and end of the year.
When will I get the results?
The law requires districts to notify parents within 30 days of the close of the initial screening period. The notice should compare your child's score to grade-level norms and describe available supports.
Should I get a tutor right away?
Not always. Start by asking the school what support is planned and when your child will be rescreened. Consider outside help if your child is far below benchmark, is not improving between screenings, or is becoming anxious about reading.
Sources
- New Jersey P.L.2024, c.52 (K–3 literacy screening law)
- NJDOE: Universal Literacy Screening (LEAR)
- New Jersey P.L.2013, c.210 (dyslexia screening law)
- What Works Clearinghouse: Foundational Skills to Support Reading for Understanding in K–3 (NCEE 2016-4008)
- 34 CFR 300.301: Parent right to request an initial evaluation
This guide is general information for families, not legal, medical, or psychological advice. Rules and dates change; check the linked official sources.