What ‘At Risk for Dyslexia’ Means for Kids in California Schools

When You Hear the Words “At Risk” for Dyslexia...

If your child was recently screened at school and you heard the words “at risk for dyslexia,” you may be wondering what that really means. Parents often tell me it feels overwhelming, almost like a label without a roadmap. 

Let’s break it down: what “at risk” really signals, why it matters, and most importantly, what you can do next.

What “At Risk” Really Means

Think of being flagged as a “check engine light,” not a diagnosis. 

It means your child showed some challenges in early reading-related skills like:

• Trouble recognizing rhyming words
• Difficulty remembering letter-sound connections
• Struggles with blending sounds into words
• Slow or labored progress when learning sight words

These skills are the foundation of reading. Being “at risk” means your child may need extra support early on to build these skills, not that they will definitely develop dyslexia.‍

Why Early Identification Matters

The California Department of Education now requires K–2 dyslexia screenings because research shows early action changes outcomes. 

• Waiting until third grade (or later) often means children fall behind in both reading and confidence.
• Some schools may recommend “watch and wait” or try generic classroom supports. While this helps some children, many families find that waiting feels like losing time. 

Here’s the truth: if your child is flagged, you don’t have to wait. A private, comprehensive evaluation can give you specific answers and a tailored intervention plan right now.

Schedule your free consultation today at NeuroChamp if you want clarity without waiting.‍

What Parents Can Do at Home

While you’re deciding next steps, here are a few research-based activities you can try to strengthen the same skills flagged in screenings:

• Play with sounds. Try rhyming games, clapping out syllables, or “say it, move it” activities where your child pushes a token for each sound in a word.
  
  
• Letter-sound practice. Focus on one sound at a time, using fun, multisensory methods like tracing letters in sand while saying the sound aloud.
  
  
• Read aloud daily. Choose books just above your child’s reading level. Let them hear fluent reading and talk about the story together.
  
  
• Praise effort, not speed. Encourage persistence with tricky words, letting your child know that struggling is part of learning, not a sign of failure.

Why a Professional Evaluation Can Help

When your child is flagged “at risk,” the biggest question is “Now what?” 

At NeuroChamp, we go beyond screenings to evaluate:

• Phonological awareness and phonics
• Working memory and processing speed
• Reading fluency and comprehension
• Related areas like attention and anxiety

This fuller picture tells us whether your child is just developing at their own pace or if dyslexia or another learning difference may be present. More importantly, it gives you a plan that’s specific to your child.

Bottom Line for Parents

Being told your child is “at risk for dyslexia” isn’t something to fear, it’s an opportunity to act early. Screenings are not the final word, but they are an important first step in getting your child the help they need.

If your child has been flagged as “at risk,” don’t wait and wonder. 

Schedule a free consultation today. Together, we’ll uncover your child’s strengths, clarify their challenges, and create a path forward that gives them confidence and success in reading.

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). Dyslexia Screening and Early Intervention Guidance.
2. International Dyslexia Association. (2024). Dyslexia Basics.
3. National Center on Improving Literacy. (2023). Identifying Children At Risk for Dyslexia.