23 janvier 2026
Why Early Screening Matters in Education: Insights From Math and Literacy Research
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Early childhood education which spans from pre-school to low-mid elementary education lays the foundation for later academic achievement, socio-emotional development, and lifelong learning. During the early years of formal schooling (typically ages 4 to 8), children rapidly develop core skills in literacy and mathematics. These two areas profoundly influence children’s educational pathways. Early screening refers to brief, practical assessments administered universally or broadly to all young learners in a class with the aim of identifying those at risk for future academic difficulties before the gaps become entrenched.
Research consistently shows that early identification and intervention lead to better academic outcomes and help reduce long-term educational disparities[1]. Early screening matters not only because it reveals risk, but because it enables data-informed decision-making, targeted instruction, and efficient allocation of resources to support all students.
Early Skills Predict Later Achievement
Decades of research has shown that academic skills measured at or prior to school entry are strong predictors of later literacy and mathematics achievement[2]. Longitudinal work demonstrates that early competencies such as print knowledge, phonological processing, and number sense predict later outcomes in reading and mathematics well into elementary school and beyond[3].
A recent cross-domain study found that kindergarten verbal and symbolic skills independently predicted later academic outcomes, suggesting that early screening practices should span multiple domains, including both literacy and numeracy[4].
First Principles of Effective Screening: Early, Universal, Repeated and Sensitive Enough
Early screening is most effective when conducted before difficulties escalate, across all learners, and at multiple time points. Research from UNESCO and related educational bodies emphasizes the need for repeated universal screening to avoid missing emerging learning challenges and to provide timely support[5]. Screeners used within a structured response-to-intervention (RTI) or multi-tiered system of supports (MTSS) must be reliable, valid, and sensitive to differences in learners’ development. Some screeners have the potential to be used both as a classification tool, i.e., children who are so-called “at-risk” and a diagnostic tool which makes the learning problems visible for both teachers and students. These tools provide a more comprehensive solution for teachers and policymakers in terms of selecting targeted interventions.
Literacy and Numeracy Screening: Two Cornerstones of Development
Early literacy is the gateway to learning across subject areas. Children who fall behind in reading early are at risk of compounding difficulties, i.e., a phenomenon known as the Matthew Effect, where early advantages or disadvantages in reading compound over time, leading to widening gaps between learners. Research shows that (emergent) literacy screeners can detect delays not captured by general developmental screens, underscoring their value in preschool, kindergarten and lower elementary education populations[6].
Mathematical proficiency in early childhood is not only predictive of later math achievement but is tied to reading outcomes as well, through shared cognitive processes like executive function. Despite this evidence, fewer standardized maths screening tools are widely used compared to literacy tools. Research indicates that literacy measures alone are insufficient to identify students at risk for math difficulties which makes domain-specific math screening essential. A 2025 systematic review of screening tools found that literacy screeners are more numerous and documented than early math tools, indicating a gap in mathematics screening practices despite strong evidence for their predictive utility[7].
Conclusion
Taken together, the evidence underscores that early screening in literacy and numeracy is a critical component of effective early years education. When implemented early, universally, and repeatedly, screening provides educators with timely and actionable information about children’s learning trajectories before difficulties become entrenched. Importantly, high-quality screeners do more than identify risk; they illuminate patterns of strengths and challenges that can inform targeted instruction and support within responsive educational systems. Integrating both literacy and mathematics screening acknowledges the interconnected nature of early learning and ensures that no domain is overlooked. By embedding robust screening practices within early education, schools and systems can move from reactive remediation to proactive support. This promotes equity, strengthening instruction, and ultimately improves long-term academic outcomes for all learners.
About the Author
Ebrahim Talaee is an Associate Professor and Assistant Dean of Assessment and Evaluation in College of Medicine - Phoenix, University of Arizona. He also collaborates with Vretta as an Assessment Research Scientist and studies how assessment experiences and designs can and should empower learning and teaching.