Dyslexia Screening in California: A Parent’s Guide to What’s Changing (and Why It Matters)

If your child has dyslexia, don’t wait for a one-size-fits-all plan. Learn how California families can support their child’s unique learning journey today.

A New Chapter for California Families

Starting in the 2025–26 school year, California schools are required to screen every child in kindergarten through 2nd grade for reading difficulties, including dyslexia. This mandate, set by Senate Bill 114 and overseen by the California Department of Education (CDE), is a big shift in how schools identify struggling readers.

As a parent, you may be asking:

• What does this screening mean for my child?
• Does it mean my child has dyslexia?
• What should I do if my child is flagged?
  

For California parents, a dyslexia diagnosis can feel overwhelming at first. The good news? With early, targeted intervention, children with dyslexia can thrive.

Let’s break it down together.

What Is a Dyslexia and Why Screen Now?

‍Dyslexia is the most common learning difference, affecting up to 1 in 5 children. It’s a neurobiological difference that impacts the brain’s ability to process language, making reading, writing, and spelling harder. Dyslexia is not a reflection of intelligence, many children with dyslexia are highly creative and strong problem-solvers.

The reason California is mandating screenings is simple: the earlier we find signs of dyslexia, the sooner kids can get the right support. Research consistently shows that children who receive structured, evidence-based reading interventions in the early grades make far greater progress than those identified later. By 3rd grade, gaps become much harder to close.

What is a Dyslexia Screening?

A screening is not a diagnosis. It’s a quick check to see whether your child shows early signs of reading risk. Schools will use state-approved screening tools that measure:

• Phonological awareness (how children recognize and manipulate sounds in words)
• Rapid naming (how quickly they can retrieve names of letters, numbers, or objects)
• Decoding skills (how they read new words using sound-symbol knowledge)
• Word recognition and fluency

If your child is flagged, it doesn’t mean they have dyslexia, it means they may need closer monitoring or intervention. The school is required to share the results with you within 45 days of the screening.

‍Why This Matters

Early identification is powerful. Research shows that when reading challenges are caught early, targeted interventions can prevent long-term struggles with literacy, self-esteem, and school performance.

Unfortunately, many schools still lean on a “wait and see” approach, providing only general interventions and delaying evaluation until a child has fallen further behind. By that point, reading struggles can affect self-esteem, motivation, and even mental health. 

At NeuroChamp, we believe parents shouldn’t have to wait to know what’s really going on. 

Early answers mean early support.

What Parents Can Do Now

• Ask Questions. Find out which screening tool your child’s school is using, and how results will be shared.
• Watch Closely. If your child is showing frustration with reading or avoids literacy activities, take note.
• Consider Private Evaluation. A school screening can raise awareness, but a comprehensive private evaluation tells you exactly where your child is struggling and how to help and intervene right away.
  
• Act Early. Evidence-based reading programs like structured literacy and Orton–Gillingham approaches work best when started young.

‍A Word of Reassurance

If your child is flagged, it can feel overwhelming. You may wonder: Does this mean my child will always struggle? The answer is no. A flag simply means it’s time to look more closely and that gives you the chance to help early. Remember, dyslexia is common, it’s manageable, and with the right support, children thrive.

From Screening to Clarity

If your child is flagged or if you’ve simply noticed reading struggles at home, you don’t have to wait months or years for the system to “see what happens.” At NeuroChamp, we provide in-depth, neuroaffirming evaluations that give families the answers and next steps they need. If your family is in California and you want to move from worry to action, NeuroChamp is here to guide you with research-based, personalized recommendations.

Schedule a free consultation with us today, and let’s work together to bring clarity, support, and hope for your child’s future.

About the Author

Dawnyelle DeLongchamp, M.S., BCBA, LEP
Dawnyelle is a Licensed Educational Psychologist (LEP #4577) and Board Certified Behavior Analyst with over 25 years of experience. As the founder of NeuroChamp Educational Psychology & Speech Services, she specializes in comprehensive, neuroaffirming evaluations for learning differences, dyslexia, ADHD, autism, anxiety, and more, helping families move from uncertainty to clarity with empathy and practical insight.

References

1. California Department of Education (CDE). (2025). K–2 Reading Screening Tools Guidance.
2. California Education Code §53008 / Senate Bill 114. (2023). Dyslexia screening mandate.
3. International Dyslexia Association. (2024). Dyslexia Basics and structured literacy resources.
4. National Reading Panel. (2000). Teaching children to read: Evidence-based assessment of the scientific research literature on reading and its implications for reading instruction.
5. Shaywitz, S. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. Knopf.

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