Previous studies of K-12 dyslexia legislation have described broad trends in legislative content, such as the presence or absence of screening and intervention requirements. This study uses document analysis to provide a finer-grained description of the laws to highlight critical variation in policy that will directly affect (a) the number and type of students identified as having or being at risk for specific reading disabilities, including dyslexia, (b) the types of supports they receive, and (c) the implementation of the laws. Results of the study indicate that differences in legislative content across states, and ambiguity within states, may lead to heterogeneous effects on student and school outcomes. Areas needing special analytic attention by researchers and policy implementers are discussed.

先前对K-12阅读障碍立法的研究描述了立法内容的广泛趋势，例如是否存在筛查和干预要求。这项研究使用文档分析来对法律进行更细致的描述，以突出政策的重大变化，这些变化将直接影响（a）被确定为患有特定阅读障碍或有阅读障碍风险的学生的数量和类型，包括阅读障碍，（ b）他们获得的支持类型，以及（c）法律的执行。研究结果表明，各州立法内容的差异以及各州之间的歧义可能导致对学生和学校成绩的异类影响。讨论了需要研究人员和政策实施者特别关注的领域。