This brief analyzes how English Learners in Massachusetts were screened for reading difficulties during the 2023/24 school year, focusing on the use of English- and Spanish-language early literacy screeners. The report highlights clusters of screening patterns, noting demographic and instructional differences among them, such as native language, years in U.S. schools, and ACCESS English proficiency scores. It emphasizes the need for policy guidance to encourage multilingual screening where appropriate, especially in early grades and in alignment with state regulations requiring approved assessments at least twice yearly.