Early Screen Reader Readiness in Grades K–2

As digital learning is introduced in kindergarten and early elementary classrooms, blind and low vision (BLV) students are increasingly expected to access the same platforms as their sighted peers. Yet field evidence reveals a systemic mismatch: most early-grade digital content is designed for fluent screen reader users, while the majority of K–2 BLV students are still developing the foundational auditory and technology skills that make screen reader use possible. This report synthesizes evidence gathered from teachers of the visually impaired (TVIs), blind educators, and parents of BLV children. It presents six key findings, examines a central tension in the field between developmental and lived-experience perspectives, and offers concrete design implications for educational publishers.