{"success":true,"data":{"pressRelease":{"id":"158423","rtpr_id":"nPn894MkWa-20261001","ticker":"RENA","exchange":"SGX","all_tickers":["RENA"],"title":"Future of Dyslexia Screening: New Whitepaper Outlines Critical Role of Early Risk Identification","author":"PR Newswire","published_at":"2026-10-01T14:00:21.308Z","article_body":"Future of Dyslexia Screening: New Whitepaper Outlines Critical Role of Early Risk Identification\nPR Newswire\n\nBLOOMINGTON, Minn., Oct. 1, 2026\n\n\"Bringing Dyslexia Screening Into the Future\" presents evidence-based,\ndevelopmentally informed, and practically grounded recommendations for\neducation leaders\n\nBLOOMINGTON, Minn., Oct. 1, 2026 /PRNewswire/ -- Renaissance\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=903563467&u=https%3A%2F%2Fwww.renaissance.com%2F&a=Renaissance)\n, a global leader in pre-K–12 education technology, today released a new\nwhitepaper on redesigning dyslexia screening to better reflect current\nresearch and improve efficacy\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=3933529183&u=https%3A%2F%2Finfo.renaissance.com%2Fdyslexia-screening-whitepaper.html&a=reflect+current+research+and+improve+efficacy)\n. The whitepaper is co-authored by leading language, reading development, and\ndyslexia experts Dr. Matthew Burns, Dr. Tim Odegard, Dr. Rachel Brown-Chidsey,\nand Dr. Tiffany Hogan, who will present these findings at the upcoming\nInternational Dyslexia Association 2026 Conference.\n\nIn 2025, the International Dyslexia Association revised its definition to\nrecognize that dyslexia exists on a continuum of severity and that early oral\nlanguage weaknesses often foreshadow later literacy challenges. The new\nwhitepaper presents a clear argument for modernizing dyslexia screening to\nbetter reflect this new definition, current research, child development, and\nthe practical realities of school implementation.\n\n\"Dyslexia is a complex, developmental, language-based learning disability\nrather than a single fixed deficit,\" said Burns, a Fein Professor of Special\nEducation at the University of Florida. \"To accurately flag early indicators\nof risk, screening should move beyond fragmented, compliance-driven practices\nin favor of coherent, prevention-oriented systems that identify students\nearly, guide instruction, and improve literacy outcomes.\"\n\nKey insights from the new whitepaper include:\n\n * Oral language: Weaknesses in oral language appear before formal schooling and\ncan predict later reading and spelling struggles. Preschool and early\nkindergarten screening must include oral language, along with phonological\nawareness and other emergent skills.\n * Developmental guidance: Dyslexia risk looks different in preschool and\nkindergarten than it does in later grades. The authors map developmentally\naligned screening guidance from preschool through sixth grade to match shifts\nin reading development.\n * Evidence-based instruction: Identifying risk is only the first step. The\nauthors emphasize that screening data must remain tightly linked to\ninstructional response within a multi-tiered system of support (MTSS).\n * Multilingual learners: Dyslexia is not caused by bilingualism. Oral language\nand vocabulary constructs are vital to accurately distinguish between typical\nsecond-language development and a disability-related reading difficulty.\n * Preserving instructional time and resources: Poorly designed screening\nsystems cause false positives, false negatives, and the misallocation of vital\nintervention resources. The authors advocate for using the minimum number of\nmeasures necessary to identify at-risk students and ensure they receive\ntargeted support.\n\"This new whitepaper serves as a call to redesign dyslexia screening around\nwhat matters most: early risk identification, effective instruction, and\nbetter outcomes for students,\" said Dr. Michelle Hosp, Senior Director of\nAssessment Innovation at Renaissance. \"When we align our screening practices\nwith developmental science, we can create a more equitable path to reading\nsuccess for every child.\"\n\nIn accordance with the whitepaper's focus on the role of oral language in\ndyslexia screening, Renaissance has also partnered with Hogan on the\ndevelopment of new Sentence Repetition measures.\n\n\"Sentence repetition is one of the best-established indicators of language\ndifficulties, including developmental language disorder, because it asks\nchildren to use vocabulary, grammar, and memory in a single, quick task,\" said\nHogan, Professor of Communication Sciences and Disorders at Mass General\nBrigham University of Health Professions. \"Bringing this measure into K–3\nscreening helps educators see the whole reader and identify children who might\notherwise be missed.\"\n\nThe new Sentence Repetition measures are available for field testing beginning\nthis month to educators who use Renaissance's Star CBM Reading\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=267455756&u=https%3A%2F%2Fwww.renaissance.com%2Fproducts%2Fassessment%2Fstar-assessments%2Fstar-cbm%2F&a=Star+CBM+Reading)\n assessment, either as part of the Star Assessments suite\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=976091654&u=https%3A%2F%2Fwww.renaissance.com%2Fproducts%2Fassessment%2Fstar-assessments%2F&a=Star+Assessments+suite)\n or through the new Renaissance Assessment solution\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=3230217143&u=https%3A%2F%2Fwww.renaissance.com%2Frenaissance-intelligence%2Frenaissance-assessment%2F&a=Renaissance+Assessment+solution)\n.\n\nThe full whitepaper is available for download at\ninfo.renaissance.com/dyslexia-screening-whitepaper\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=270606205&u=https%3A%2F%2Finfo.renaissance.com%2Fdyslexia-screening-whitepaper.html&a=info.renaissance.com%2Fdyslexia-screening-whitepaper)\n. The authors will be presenting the whitepaper at the Annual Reading,\nLiteracy & Learning Conference hosted by the International Dyslexia\nAssociation\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=1249915666&u=https%3A%2F%2Fdyslexiacon.org%2F&a=Annual+Reading%2C+Literacy+%26+Learning+Conference+hosted+by+the+International+Dyslexia+Association)\n, held Nov. 12–14, 2026, in Las Vegas, Nevada.\n\nAbout Matthew Burns, PhD\nBurns is a Fein Professor of Special Education at the University of Florida.\nHe is co-editor of Remedial and Special Education and the Journal of MTSS and\nis dedicated to positively influencing practice in K–12 schools.\n\nAbout Tim Odegard, PhD\nOdegard is Professor of Psychology at Middle Tennessee State University and\neditor-in-chief of the Annals of Dyslexia. His research spans the\nidentification of struggling readers, effective intervention methods, and\ncomprehensive teacher training.\n\nAbout Rachel Brown-Chidsey, PhD, NCSP\nBrown-Chidsey is Associate Professor of School Psychology at the University of\nAlaska Anchorage. Her research focuses on effective interventions in MTSS, and\nshe serves on the Advisory Board of the International MTSS Association.\n\nAbout Tiffany Hogan, PhD, CCC-SLP\nHogan is Professor of Communication Sciences and Disorders at Mass General\nBrigham University of Health Professions (formerly MGH Institute of Health\nProfessions). Her focus is on literacy assessment and intervention, including\ndyslexia, developmental language disorders, and implementation science.\n\nAbout Renaissance\nAs a global leader in education technology operating in more than 110\ncountries, Renaissance is committed to providing educators with insights and\nresources to accelerate growth and help all students build a strong foundation\nfor success. Through our comprehensive suite of connected solutions, we\ndeliver powerful, aligned tools that support teaching and learning at every\nstage.\n\nRenaissance Intelligence\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=3763201160&u=https%3A%2F%2Fwww.renaissance.com%2Frenaissance-intelligence%2F&a=Renaissance+Intelligence)\n, our first-of-its-kind Education Intelligence System, unifies assessment,\ninstruction, practice, and curriculum in one AI-powered workflow, turning\nreal-time data into actionable guidance that helps educators personalize\nteaching and make informed decisions with confidence.\n\nWe believe that technology can unlock a more effective learning experience,\nensure that students get the personalized teaching they need to thrive, and\nhelp educators and administrators to truly, fully, See Every Student. Learn\nmore at renaissance.com\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=3060661907&u=https%3A%2F%2Fwww.renaissance.com%2F&a=renaissance.com)\n.\n\nView original content to download\nmultimedia:https://www.prnewswire.com/news-releases/future-of-dyslexia-screening-new-whitepaper-outlines-critical-role-of-early-risk-identification-302896080.html\n(https://www.prnewswire.com/news-releases/future-of-dyslexia-screening-new-whitepaper-outlines-critical-role-of-early-risk-identification-302896080.html)\n\nSOURCE Renaissance\n\n\n\nContact for Media Queries Only: Kate Lilja Lohnes, Lilja Communications for Renaissance, (952) 893-7140, kate@lilja.com\n\nPhoto: \nhttps://mmx.prnewswire.com/media/MS1081849/Renaissance-logo.jpg?id=OA2977700\n\nCopyright (c) 2026 PR Newswire Association,LLC. All Rights Reserved.","article_body_html":"","raw_payload":{"data":{"id":"nPn894MkWa-20261001","title":"Future of Dyslexia Screening: New Whitepaper Outlines Critical Role of Early Risk Identification","author":"PR Newswire","ticker":"RENA","created":"2026-10-01T14:00:21.308Z","tickers":["RENA"],"exchange":"SGX","article_body":"Future of Dyslexia Screening: New Whitepaper Outlines Critical Role of Early Risk Identification\nPR Newswire\n\nBLOOMINGTON, Minn., Oct. 1, 2026\n\n\"Bringing Dyslexia Screening Into the Future\" presents evidence-based,\ndevelopmentally informed, and practically grounded recommendations for\neducation leaders\n\nBLOOMINGTON, Minn., Oct. 1, 2026 /PRNewswire/ -- Renaissance\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=903563467&u=https%3A%2F%2Fwww.renaissance.com%2F&a=Renaissance)\n, a global leader in pre-K–12 education technology, today released a new\nwhitepaper on redesigning dyslexia screening to better reflect current\nresearch and improve efficacy\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=3933529183&u=https%3A%2F%2Finfo.renaissance.com%2Fdyslexia-screening-whitepaper.html&a=reflect+current+research+and+improve+efficacy)\n. The whitepaper is co-authored by leading language, reading development, and\ndyslexia experts Dr. Matthew Burns, Dr. Tim Odegard, Dr. Rachel Brown-Chidsey,\nand Dr. Tiffany Hogan, who will present these findings at the upcoming\nInternational Dyslexia Association 2026 Conference.\n\nIn 2025, the International Dyslexia Association revised its definition to\nrecognize that dyslexia exists on a continuum of severity and that early oral\nlanguage weaknesses often foreshadow later literacy challenges. The new\nwhitepaper presents a clear argument for modernizing dyslexia screening to\nbetter reflect this new definition, current research, child development, and\nthe practical realities of school implementation.\n\n\"Dyslexia is a complex, developmental, language-based learning disability\nrather than a single fixed deficit,\" said Burns, a Fein Professor of Special\nEducation at the University of Florida. \"To accurately flag early indicators\nof risk, screening should move beyond fragmented, compliance-driven practices\nin favor of coherent, prevention-oriented systems that identify students\nearly, guide instruction, and improve literacy outcomes.\"\n\nKey insights from the new whitepaper include:\n\n * Oral language: Weaknesses in oral language appear before formal schooling and\ncan predict later reading and spelling struggles. Preschool and early\nkindergarten screening must include oral language, along with phonological\nawareness and other emergent skills.\n * Developmental guidance: Dyslexia risk looks different in preschool and\nkindergarten than it does in later grades. The authors map developmentally\naligned screening guidance from preschool through sixth grade to match shifts\nin reading development.\n * Evidence-based instruction: Identifying risk is only the first step. The\nauthors emphasize that screening data must remain tightly linked to\ninstructional response within a multi-tiered system of support (MTSS).\n * Multilingual learners: Dyslexia is not caused by bilingualism. Oral language\nand vocabulary constructs are vital to accurately distinguish between typical\nsecond-language development and a disability-related reading difficulty.\n * Preserving instructional time and resources: Poorly designed screening\nsystems cause false positives, false negatives, and the misallocation of vital\nintervention resources. The authors advocate for using the minimum number of\nmeasures necessary to identify at-risk students and ensure they receive\ntargeted support.\n\"This new whitepaper serves as a call to redesign dyslexia screening around\nwhat matters most: early risk identification, effective instruction, and\nbetter outcomes for students,\" said Dr. Michelle Hosp, Senior Director of\nAssessment Innovation at Renaissance. \"When we align our screening practices\nwith developmental science, we can create a more equitable path to reading\nsuccess for every child.\"\n\nIn accordance with the whitepaper's focus on the role of oral language in\ndyslexia screening, Renaissance has also partnered with Hogan on the\ndevelopment of new Sentence Repetition measures.\n\n\"Sentence repetition is one of the best-established indicators of language\ndifficulties, including developmental language disorder, because it asks\nchildren to use vocabulary, grammar, and memory in a single, quick task,\" said\nHogan, Professor of Communication Sciences and Disorders at Mass General\nBrigham University of Health Professions. \"Bringing this measure into K–3\nscreening helps educators see the whole reader and identify children who might\notherwise be missed.\"\n\nThe new Sentence Repetition measures are available for field testing beginning\nthis month to educators who use Renaissance's Star CBM Reading\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=267455756&u=https%3A%2F%2Fwww.renaissance.com%2Fproducts%2Fassessment%2Fstar-assessments%2Fstar-cbm%2F&a=Star+CBM+Reading)\n assessment, either as part of the Star Assessments suite\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=976091654&u=https%3A%2F%2Fwww.renaissance.com%2Fproducts%2Fassessment%2Fstar-assessments%2F&a=Star+Assessments+suite)\n or through the new Renaissance Assessment solution\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=3230217143&u=https%3A%2F%2Fwww.renaissance.com%2Frenaissance-intelligence%2Frenaissance-assessment%2F&a=Renaissance+Assessment+solution)\n.\n\nThe full whitepaper is available for download at\ninfo.renaissance.com/dyslexia-screening-whitepaper\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=270606205&u=https%3A%2F%2Finfo.renaissance.com%2Fdyslexia-screening-whitepaper.html&a=info.renaissance.com%2Fdyslexia-screening-whitepaper)\n. The authors will be presenting the whitepaper at the Annual Reading,\nLiteracy & Learning Conference hosted by the International Dyslexia\nAssociation\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=1249915666&u=https%3A%2F%2Fdyslexiacon.org%2F&a=Annual+Reading%2C+Literacy+%26+Learning+Conference+hosted+by+the+International+Dyslexia+Association)\n, held Nov. 12–14, 2026, in Las Vegas, Nevada.\n\nAbout Matthew Burns, PhD\nBurns is a Fein Professor of Special Education at the University of Florida.\nHe is co-editor of Remedial and Special Education and the Journal of MTSS and\nis dedicated to positively influencing practice in K–12 schools.\n\nAbout Tim Odegard, PhD\nOdegard is Professor of Psychology at Middle Tennessee State University and\neditor-in-chief of the Annals of Dyslexia. His research spans the\nidentification of struggling readers, effective intervention methods, and\ncomprehensive teacher training.\n\nAbout Rachel Brown-Chidsey, PhD, NCSP\nBrown-Chidsey is Associate Professor of School Psychology at the University of\nAlaska Anchorage. Her research focuses on effective interventions in MTSS, and\nshe serves on the Advisory Board of the International MTSS Association.\n\nAbout Tiffany Hogan, PhD, CCC-SLP\nHogan is Professor of Communication Sciences and Disorders at Mass General\nBrigham University of Health Professions (formerly MGH Institute of Health\nProfessions). Her focus is on literacy assessment and intervention, including\ndyslexia, developmental language disorders, and implementation science.\n\nAbout Renaissance\nAs a global leader in education technology operating in more than 110\ncountries, Renaissance is committed to providing educators with insights and\nresources to accelerate growth and help all students build a strong foundation\nfor success. Through our comprehensive suite of connected solutions, we\ndeliver powerful, aligned tools that support teaching and learning at every\nstage.\n\nRenaissance Intelligence\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=3763201160&u=https%3A%2F%2Fwww.renaissance.com%2Frenaissance-intelligence%2F&a=Renaissance+Intelligence)\n, our first-of-its-kind Education Intelligence System, unifies assessment,\ninstruction, practice, and curriculum in one AI-powered workflow, turning\nreal-time data into actionable guidance that helps educators personalize\nteaching and make informed decisions with confidence.\n\nWe believe that technology can unlock a more effective learning experience,\nensure that students get the personalized teaching they need to thrive, and\nhelp educators and administrators to truly, fully, See Every Student. Learn\nmore at renaissance.com\n(https://edge.prnewswire.com/c/link/?t=0&l=en&o=4785751-1&h=3060661907&u=https%3A%2F%2Fwww.renaissance.com%2F&a=renaissance.com)\n.\n\nView original content to download\nmultimedia:https://www.prnewswire.com/news-releases/future-of-dyslexia-screening-new-whitepaper-outlines-critical-role-of-early-risk-identification-302896080.html\n(https://www.prnewswire.com/news-releases/future-of-dyslexia-screening-new-whitepaper-outlines-critical-role-of-early-risk-identification-302896080.html)\n\nSOURCE Renaissance\n\n\n\nContact for Media Queries Only: Kate Lilja Lohnes, Lilja Communications for Renaissance, (952) 893-7140, kate@lilja.com\n\nPhoto: \nhttps://mmx.prnewswire.com/media/MS1081849/Renaissance-logo.jpg?id=OA2977700\n\nCopyright (c) 2026 PR Newswire Association,LLC. All Rights Reserved."},"type":"article","timestamp":"2026-10-01T14:00:21.346072796Z","server_sent_at_ms":1790863221346},"received_at":"2026-10-01T14:00:21.399Z","source_url":"https://www.prnewswire.com/news-releases/future-of-dyslexia-screening-new-whitepaper-outlines-critical-role-of-early-risk-identification-302896080.html"},"analysis":{"id":"147052","press_release_id":"158423","analysis_json":{"industry":{"label":"Software","sector":"Information Technology"},"redFlags":[],"eventType":"product_launch","narrative":"Renaissance released a new dyslexia-screening whitepaper, 'Bringing Dyslexia Screening Into the Future,' co-authored by four academic experts in reading development.\n\nAlongside the whitepaper, new Sentence Repetition measures developed with Dr. Tiffany Hogan are open for field testing this month to educators using Star CBM Reading or the Renaissance Assessment solution.\n\nThe release is content marketing supporting Renaissance's assessment product line, with no financial terms disclosed; findings will be presented at the International Dyslexia Association conference Nov. 12-14, 2026.","sentiment":"bullish","agentHooks":{"shouldPost":false,"suggestedAngle":"Thought-leadership whitepaper and field-testing launch for new dyslexia screening measures -- light news, minor product-line support."},"keyFigures":{},"quotedText":"When we align our screening practices with developmental science, we can create a more equitable path to reading success for every child.","namedEntities":{"people":[{"name":"Dr. Matthew Burns","role":"co-author; Fein Professor of Special Education, University of Florida"},{"name":"Dr. Tim Odegard","role":"co-author; Professor of Psychology, Middle Tennessee State University"},{"name":"Dr. Rachel Brown-Chidsey","role":"co-author; Associate Professor of School Psychology, University of Alaska Anchorage"},{"name":"Dr. Tiffany Hogan","role":"co-author; Professor, Mass General Brigham University of Health Professions; development partner"},{"name":"Dr. Michelle Hosp","role":"Senior Director of Assessment Innovation at Renaissance"}],"products":["Bringing Dyslexia Screening Into the Future (whitepaper)","Star CBM Reading","Star Assessments suite","Renaissance Assessment","Sentence Repetition measures","Renaissance Intelligence"],"companies":[{"name":"Renaissance","ticker":"RENA","relationship":"filer/issuer"}],"dollarAmounts":[]},"materialImpact":{"score":1,"reasoning":"Educational whitepaper plus field-testing of new Sentence Repetition measures; marketing/content release with no revenue, financial, or contractual impact disclosed."},"tickerRelevance":{"others":[],"primary":"RENA"},"globalImportance":10,"audienceRelevance":8,"eventTypeSecondary":["operations_update"],"importanceComponents":{"tickerTier":"private/company-release","eventGravity":"content-marketing-whitepaper","financialImpact":"none-disclosed"}},"event_type":"product_launch","event_type_secondary":["operations_update"],"sentiment":"bullish","material_impact_score":1,"narrative":"Renaissance released a new dyslexia-screening whitepaper, 'Bringing Dyslexia Screening Into the Future,' co-authored by four academic experts in reading development.\n\nAlongside the whitepaper, new Sentence Repetition measures developed with Dr. Tiffany Hogan are open for field testing this month to educators using Star CBM Reading or the Renaissance Assessment solution.\n\nThe release is content marketing supporting Renaissance's assessment product line, with no financial terms disclosed; findings will be presented at the International Dyslexia Association conference Nov. 12-14, 2026.","key_figures":{},"named_entities":{"people":[{"name":"Dr. Matthew Burns","role":"co-author; Fein Professor of Special Education, University of Florida"},{"name":"Dr. Tim Odegard","role":"co-author; Professor of Psychology, Middle Tennessee State University"},{"name":"Dr. Rachel Brown-Chidsey","role":"co-author; Associate Professor of School Psychology, University of Alaska Anchorage"},{"name":"Dr. Tiffany Hogan","role":"co-author; Professor, Mass General Brigham University of Health Professions; development partner"},{"name":"Dr. Michelle Hosp","role":"Senior Director of Assessment Innovation at Renaissance"}],"products":["Bringing Dyslexia Screening Into the Future (whitepaper)","Star CBM Reading","Star Assessments suite","Renaissance Assessment","Sentence Repetition measures","Renaissance Intelligence"],"companies":[{"name":"Renaissance","ticker":"RENA","relationship":"filer/issuer"}],"dollarAmounts":[]},"model_name":"glm-5.3-flashx","prompt_hash":"sha256:727b4b9429a443af","schema_hash":"sha256:05005c02d9cffac9","created_at":"2026-10-01T14:00:26.531Z","global_importance":10,"audience_relevance":8,"importance_components":{"tickerTier":"private/company-release","eventGravity":"content-marketing-whitepaper","financialImpact":"none-disclosed"}},"durationMs":5116,"modelName":"glm-5.3-flashx"}}