Nevada § 388.439 Pupils with dyslexia: Early literacy screening assessment

Nevada Statutes

§ 388.439 — Pupils with dyslexia: Early literacy screening assessment

Nevada § 388.439

Title 34EDUCATION

Ch. 388System

Educational Services

This text of Nevada § 388.439 (Pupils with dyslexia: Early literacy screening assessment) is published on Counsel Stack Legal Research, covering Nevada primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook

Nev. Rev. Stat. § 388.439 (2026).

Text

1. Except as otherwise provided in subsection 2, the board of trustees of each school district shall prescribe for use by the elementary schools located in the school district an early literacy screening assessment that meets the requirements set forth in subsection 3. 2. The governing body of each charter school that serves pupils in kindergarten or grade 1, 2 or 3 shall prescribe an early literacy screening assessment for use by the charter school that meets the requirements set forth in subsection 3. 3. The early literacy screening assessment prescribed pursuant to subsection 1 or 2 must include, without limitation, screening for:

(a)Phonological and phonemic awareness;

(b)Sound-symbol recognition;

(c)Alphabet knowledge;

(d)Decoding skills;

(e)Rapid naming skills; and

(f)Encoding

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1. Except as otherwise provided in subsection 2, the board of trustees of each school district shall prescribe for use by the elementary schools located in the school district an early literacy screening assessment that meets the requirements set forth in subsection 3.
2. The governing body of each charter school that serves pupils in kindergarten or grade 1, 2 or 3 shall prescribe an early literacy screening assessment for use by the charter school that meets the requirements set forth in subsection 3.
3. The early literacy screening assessment prescribed pursuant to subsection 1 or 2 must include, without limitation, screening for:
(a) Phonological and phonemic awareness;
(b) Sound-symbol recognition;
(c) Alphabet knowledge;
(d) Decoding skills;
(e) Rapid naming skills; and
(f) Encoding skills.