If you’re a parent in California, you may have heard that all students in Kindergarten through second grade are now screened for dyslexia. If you’re wondering why this is happening, what it means for your child, and what comes next, you’re not alone.

A New Chapter in California Schools

Starting in 2025, the California Department of Education (CDE) requires all public schools to screen students in Kindergarten through 2nd grade for risk of dyslexia. This change is big news for families and it may have you wondering:

Why is my child being screened?
What does “at risk” for dyslexia mean?
What happens if my child is flagged?

A screening is an early look, not a label. And you don’t have to “wait and see.” There are steps you can take now to get clarity and help your child thrive. As a psychologist who works closely with families navigating learning differences, I want to break this down in clear, supportive terms.

Screening doesn’t diagnose dyslexia. It’s a first step to identify who may be at risk and needs closer attention.

What is a Dyslexia Screening?

Screening is not a diagnosis, it’s just the first step.

A screening is not a diagnosis. Instead, it’s a quick check that helps schools spot students who may be at risk for reading difficulties.

Most Screenings look at:

Phonological awareness (hearing and manipulating sounds in words)
Letter-sound knowledge
Rapid naming (how quickly a child can name familiar items)
Early word reading

If your child is flagged “at-risk,” it means they showed signs that may put them at risk for dyslexia. It does not mean they definitely have dyslexia, and it does not mean your child can’t learn to read.

“At risk” means watch closely and support early, not that your child can’t succeed.

What Happens If My Child Is Flagged

In many schools, children flagged “at risk” are given interventions such as extra reading help in small groups. While this is an important step, the reality is that some schools still use a “wait and see” model. They may try generic supports first before moving toward a full evaluation.

Here’s the problem: waiting can mean lost time, especially in the early grades when brain flexibility is at its peak for learning to read.

That’s why so many parents are asking: Should I wait, or should I act now?

You don’t have to wait. At NeuroChamp, we offer private dyslexia evaluations that go deeper than school screenings. These give you specific answers about your child’s strengths, challenges, and which interventions will actually work.

And as a parent, that wait can feel endless. You want answers now, not months from now.

Why Early Screening Matters

California joined many states in making screenings mandatory because:

1 in 5 children has dyslexia or a related reading difference.
Early intervention works best. Brain imaging studies show that effective instruction can actually change the way the brain processes written language.
The old “wait and see” approach costs kids precious time. By the time a child is in 3rd grade, the gap between struggling readers and peers can be wide and much harder to close.

Early Clarity = Earlier, Better-Targeted Support

Research shows that children who receive structured, evidence-based literacy support early can close reading gaps and build confidence. Waiting until third or fourth grade makes it much harder. By then, a child has not only struggled with reading but may also carry feelings of frustration, anxiety, or shame.

Early help works best because the brain is more flexible in the early years.

This is exactly why California moved forward with mandatory screening. But screening alone isn’t enough, you need a clear plan if your child is at risk.

What Parents Can Do

1) Ask for details. Request the screening report and which specific skills were challenging. Ask when and how results will be shared (schools must notify families).

2) Clarify the plan. “What intervention will my child receive? How often? For how long? How will progress be measured?” Ask for a timeline and check-ins.

3) Support at home, gently and consistently.

Read aloud daily (you read to them, they can echo a line or read a page).
Play sound games (rhyming, clapping syllables, first/last sound).
Make practice short and positive, small wins build momentum.

4) Consider a private evaluation (no need to “wait and see”). A school screening says that there’s risk. A comprehensive dyslexia evaluation explains why, and gives you a tailored plan, not a one-size-fits-all approach. At NeuroChamp, we assess the full literacy profile (phonological skills, decoding, sight word efficiency, fluency, comprehension), plus attention, memory, and language factors when needed. You’ll leave with specific, evidence-based recommendations you can start immediately.

5) Look for proven instruction. Ask for structured literacy (e.g., Orton–Gillingham–aligned instruction): explicit, systematic, cumulative teaching of phonology, decoding, spelling, and language structure. It’s the gold standard for readers with dyslexia.

Why a Professional Evaluation Still Matters

Screenings are a great first step, but they don’t answer everything. A full private evaluation can:

Confirm or rule out dyslexia and related needs
Identify exact skill gaps and learning strengths
Provide a roadmap for home and school (intervention methods, frequency, accommodations)‍
Supply documentation for IEP/504 eligibility when appropriate

*Remember: You’re not required to wait through months of generic intervention. The earlier you get clear answers, the sooner your child can build the skills and confidence they deserve.

Quick FAQs for Parents

Does a “pass” mean my child isn’t dyslexic?
Not necessarily. Some kids compensate well early on. If you notice red flags (avoiding reading, guessing at words, trouble with rhyming or spelling), trust your gut and ask for more information or pursue a private evaluation.

Will my child outgrow this?
Reading skills don’t typically “catch up” without explicit, systematic instruction. Kids grow with practice and the right approach.

What should I ask the school for?
Ask for structured literacy delivered frequently (ideally 3–5 days/week), with data-based monitoring and clear goals.

California’s new screening rule is good news, it helps us catch reading challenges early. If your child is flagged “at risk,” don’t panic and don’t “wait and see.” You can choose clarity now and start the right support sooner.

From Screening to a Plan

If your child was flagged “at-risk” or if your gut says something’s off, you don’t have to wait. At NeuroChamp, we provide comprehensive, neuroaffirming dyslexia evaluations and tailored, evidence-based recommendations you can use immediately at home and school.

Schedule your free consultation today and move from uncertainty to clarity, so your child can feel confident, capable, and supported.

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

Reading Screening Tools Guidance.
California Education Code, SB 114 (2025). Dyslexia Screening Mandate.
International Dyslexia Association. (2023). Dyslexia Basics.
International Dyslexia Association. (2019). Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties.
National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment.
Shaywitz, S. (2020). Overcoming Dyslexia (2nd ed.). Vintage.
Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40(1), 7–26.
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning Disabilities: From Identification to Intervention. Guilford Press.

Why Is My Child Being Screened for Dyslexia in California Schools?