Dyslexia is a language-based learning difference that exists on a continuum—from mild to severe—and is most often characterized by difficulties in accurate and/or fluent reading. Students with dyslexia may also experience challenges with oral language, spelling, writing, and reading comprehension.

What We Know from Research

Dr. Maryanne Wolf, a leading researcher in the neuroscience of reading, notes that dyslexia is not a single deficit but involves multiple areas of difficulty. These include phonological processing, reading fluency, and the development of efficient brain pathways for reading. She emphasizes that fluency—the ability to read smoothly and automatically—is often a “second core deficit,” which helps explain why some students continue to struggle even after phonics instruction.

Why Early Support Matters

Dyslexia often shows up early in a child’s life through language delays or struggles with phonological awareness. Research confirms that early identification and targeted intervention can significantly improve outcomes. With timely support, students can learn to read successfully and gain confidence.

Best Practices for Support

• Structured Literacy: Evidence-based instruction that is explicit, systematic, cumulative, and multisensory. This approach builds skills in phonology, morphology, syntax, and semantics.

• Assistive Technology: Tools such as audiobooks, text-to-speech, and accessible digital materials can help students access grade-level content while strengthening reading skills.

• Collaboration: Effective support involves families, teachers, and communities working together to ensure students have both academic and emotional support.

A Path Toward Success

With appropriate identification, tailored instruction, and ongoing encouragement from families and educators, students with dyslexia can thrive. Dyslexia does not define a child’s potential—it simply means they need a different pathway to unlock their strengths as readers, thinkers, and learners.

High Quality First Instruction

Certificates of Completion can be printed on My Professional Learning Network (MyPLN) for professional development facilitators only.

Reading Difficulties Risk Screener (RDRS): What Families Should Know

• Starting in 2025–26, all K–2 students in California will take the Reading Difficulties Risk Screener (RDRS).

• In LAUSD, the RDRS will use DIBELS 8 (English) and Lectura (Spanish) to check early reading skills.

• The screener is not a test for dyslexia, but it helps teachers see if your child is on track with reading or may need extra support.

• Early identification means schools can give students the right help at the right time, so they don’t fall behind.

• Families, teachers, and schools working together ensure every child has the best chance to become a confident reader.

• The CDE has provided an RDRS Frequently Asked Questions to provide more information for districts, schools, and families.

Contacts

Lela Rondeau, Administrative Coordinator, TK-12 Instruction, Division of Special Education

lela.rondeau@lausd.net

Joyce Radcliffe, Specialist, TK-12 Instruction, Division of Special Education

joyce.radcliffe@lausd.net

Susan Spillane, Coordinator, Elementary Literacy, Division of Instruction 

sspillan@lausd.net

Fabiola Caicedo-Garcia, Specialist, Elementary Literacy, Division of Instruction 

fcaicedo@lausd.net