Screening to Identify + Screening to Specify = TRUE
There’s a big difference between screening to identify and screening to specify a child’s reading or language difficulties.
When we screen to identify, the goal is simply to find out which children might need extra help with reading or language — a quick check to make sure no one slips through the cracks. It doesn’t tell exactly what the problem is, but it helps us notice early signs and offer support before small challenges grow bigger.
When we screen to specify, the goal changes. Now, we want to understand why a child is struggling — is it decoding, comprehension, attention, or language? This kind of screening gives a clearer picture of each child’s needs, so the right kind of help can be offered.
Screening is most effective when parents, teachers, and local professionals work together to see the child’s unique strengths and challenges. With the right insight and collaboration, support can be tailored to meet the child’s individual learning needs.
Being aware of these two kinds of screening helps parents understand the process, ask good questions, and make sure their child gets the support that truly fits their needs.
Screening to Identify VS Screening to Specify
When we talk about early reading and language development, the term screening is often used — but not all screening serves the same purpose. Understanding the difference between screening to identify and screening to specify helps schools, parents, and professionals give children the right help at the right time.
1. Screening to Identify
What it means:
Screening to identify is an initial check — a quick, broad look to find out which children may need extra support with reading, language, or literacy development.
It’s not meant to diagnose, but to make sure no child “falls through the cracks.” These screeners are short, easy to use, and can be done with a whole class or group.
Why it’s important:
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Early identification prevents long-term difficulties.
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Many children show early signs of struggle that can improve quickly with the right support.
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The goal is to catch potential issues early — not to label, but to help.
What it looks like in practice:
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Brief tests of phonemic awareness, letter knowledge, decoding, or oral language.
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Examples include research-based tools like LanguageScreen or CUBED.
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Results show who might be “at risk” and who may need closer follow-up.
For parents:
If your child’s screening shows signs of struggle, it simply means they might need more practice or observation. It is an opportunity — not a diagnosis.
2. Screening to Specify
What it means:
Screening to specify happens after a child has already been identified as struggling.
The goal here is to understand what kind of difficulty they have — and which strategies or interventions will help most.
This type of screening is more detailed and individualized. It helps determine whether the main challenge is:
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decoding and phonics (often linked to dyslexia)
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language comprehension or vocabulary
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attention or working memory
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or a combination of several factors.
Why it’s important:
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Without knowing what type of struggle a child has, support may not work effectively.
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It helps teachers and parents match the right tools — such as targeted instruction, assistive technology, or reading accommodations.
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It also prevents frustration for the child, who begins to experience success with strategies that truly fit their needs.
What it looks like in practice:
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Individual assessments with standardized, research-based tools.
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Observation across settings — reading aloud, comprehension tasks, and conversation.
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Collaboration between teachers, parents, and specialists.
Why the Distinction Matters
Many schools use screening tools, but confuse identifying with specifying.
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Identifying tells you who might need help.
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Specifying tells you what kind of help they need.
When both steps are done correctly, children receive support early, appropriately, and with respect for their individual learning profile.
Skipping the second step can lead to frustration — both for children and adults — because generic reading practice might not address the root cause of the difficulty.
Conclusion & Take-Home Points
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Screening to identify = finding children who might need support.
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Screening to specify = understanding the type of difficulty and what helps.
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Early and accurate screening builds the foundation for effective reading instruction and prevents unnecessary struggle.
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When screening leads to both awareness and action, children are more likely to succeed, feel confident, and enjoy reading.
References
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Bishop, D. V. M. et al. (2024). A Review of Screeners to Identify Risk of Developmental Language Disorder. Journal of Speech, Language, and Hearing Research.
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Catts, H. W., & Hogan, T. P. (2021). Language and Reading Disabilities (3rd ed.). Pearson.
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Hogan, T. P., et al. (2020). Moving from Screening to Support: Evidence-Based Tools for Early Literacy. The Reading League Journal.
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Language Dynamics Group (2023). CUBED Assessment Overview.
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OxEd and Assessment (2022). LanguageScreen: Early Language Screening Tool. University of Oxford.