Dyslexia Screening
California's requirements for universal dyslexia screening under AB 1369, what schools must screen for, timelines, and what to do if your child is identified as at risk.
Page Information
Jurisdiction: Federal IDEA + California special education law
Reviewed: Pending expert review
This page is informational but is still being reviewed by a special education expert. Some details may change.
Dyslexia Screening
Your Child's Right to Be Screened for Dyslexia
California law now requires every public school to screen students for reading difficulties — including dyslexia — in kindergarten and first grade. This is a major step forward. For years, many children with dyslexia went unidentified until third, fourth, or even fifth grade, losing years of critical learning time. The law known as AB 1369 changed that.
Here is what you need to know: your child's school must screen them for signs of reading difficulty, including , once in kindergarten and once in first grade. If the screening shows your child may be at risk, the school must tell you and explain what happens next. And at any age, if you suspect your child has dyslexia, you have the right to request a full .
Dyslexia is the most common learning disability, affecting roughly one in five students. It is not about intelligence — children with dyslexia are often very bright. It affects how the brain processes written language, making reading, spelling, and sometimes writing significantly harder than it should be.
Tip
Screening is not the same as a full evaluation. Screening identifies children who may be at risk. If your child is flagged, you should request a comprehensive special education evaluation to determine whether they qualify for services. You have the right to make this request at any time — you do not need to wait for the school to suggest it.
What Schools Must Screen For
Under California law, the screening must assess skills that are closely linked to reading success and dyslexia risk, including:
- Phonological awareness — the ability to recognize and work with the sounds in spoken language (like rhyming, blending sounds, and breaking words into parts)
- Phonemic awareness — a specific type of phonological awareness involving individual sounds (phonemes) in words
- Rapid naming — how quickly a child can name familiar items like letters, numbers, or colors (slow naming speed is a well-known indicator of dyslexia risk)
- Letter-sound knowledge — whether the child knows which sounds go with which letters
- Word reading and decoding — the ability to read real and nonsense words
The school must use a screening tool that is research-based and appropriate for your child's age and grade level. The screening should be given in the language the child is learning to read in.
Screening Timeline
- Kindergarten: Your child must be screened once during the kindergarten year
- First grade: Your child must be screened again once during first grade
- Any age: If your child is referred for a special education assessment, the assessment must include evaluation of if a reading disability is suspected
If your child transfers into a new school, ask whether the screening has already been completed. If not, request that it be done promptly.
Tip
Don't assume the screening has happened. Ask your child's teacher or school directly: "Has my child been screened for dyslexia under AB 1369?" If they can't confirm it, put your request in writing.
What Happens If Your Child Is Flagged
If the screening indicates your child is at risk for reading difficulties, the school must:
- Notify you in writing that your child's screening results indicate risk
- Provide information about the supports and interventions available, which may include (Multi-Tiered System of Supports) or other reading interventions
- Inform you of your right to request a formal special education evaluation
Being flagged on a screening does not automatically mean your child has dyslexia. But it does mean your child needs closer attention — and possibly a full evaluation to find out what's going on.
The Connection to Special Education Evaluation
A screening that shows risk is a starting point, not an endpoint. If your child is flagged, or if you have concerns about your child's reading at any age, you have the right to request a comprehensive special education evaluation. The school cannot tell you to "wait and see" or require your child to go through months of intervention before agreeing to evaluate.
Under , the school has an obligation to identify children who may have disabilities. A screening that flags your child should prompt the school to take action — but if they don't, you can.
When you request an evaluation, make sure the includes testing for:
- Phonological processing skills
- Rapid automatic naming
- Reading fluency and accuracy
- Reading comprehension
- Written expression
- Spelling
A thorough evaluation for dyslexia goes deeper than the initial screening. It should pinpoint exactly where your child's reading process breaks down and what kind of support they need.
What the Law Says
What To Do Next
- Ask if your child has been screened. If your child is in kindergarten, first grade, or recently started at a new school, ask the teacher or principal directly: "Has my child been screened for dyslexia under AB 1369?" Get the answer in writing if possible.
- Request the results. If the screening has been done, ask for the results in writing. You have the right to see them.
- Request an evaluation if there are concerns. If the screening shows risk — or if you have concerns about your child's reading at any age — submit a written request for a special education evaluation. Be specific that you want the evaluation to include phonological processing, rapid naming, and all areas related to reading.
- Don't accept "wait and see." If the school tells you your child needs to go through more interventions before they'll evaluate, push back. Federal law does not require intervention before evaluation. You can request both at the same time.
- Keep records of everything. Save screening results, your written requests, the school's responses, and any intervention data. These records are important if you need to advocate further.
Sample Letter: Requesting Dyslexia Screening Results and Evaluation
Dear [Principal or Special Education Director],
I am writing regarding my child, [Child's Name], who is currently in [grade] at [School Name]. I would like to confirm whether [Child's Name] has been screened for risk of reading difficulties, including dyslexia, as required under California Education Code Section 56335 (AB 1369).
If the screening has been completed, please provide me with the results in writing. If the screening has not yet been done, I am requesting that it be completed as soon as possible.
[If applicable: Based on my observations at home — including [describe specific concerns, such as difficulty sounding out words, slow reading, avoidance of reading, difficulty with spelling] — I am also requesting a comprehensive special education evaluation to assess for a possible reading disability, including dyslexia. I am requesting that the assessment plan include evaluation of phonological processing, rapid automatic naming, reading fluency, reading comprehension, written expression, and spelling.]
I understand that the school must provide an assessment plan within 15 calendar days of this request. Please contact me at the information below to discuss next steps.
Thank you, [Your Name] [Your Contact Information] [Today's Date]
Tip
Early identification of dyslexia makes a significant difference. Research consistently shows that children who receive appropriate reading intervention in kindergarten through second grade have much better outcomes than children who are identified later. If you have any concerns about your child's reading, don't wait — ask questions and request the screening and evaluation now.
When to get one-on-one help from an advocate or attorney
Consider contacting an advocate or attorney if any of these apply:
- The district fails to respond to your assessment request within 15 days, misses the 60-day assessment deadline, or repeatedly refuses requests you've made in writing.
- Your child is losing instruction time, being disciplined frequently, or showing significant regression.
- The district wants to move your child to a different school or classroom against your wishes, or you are preparing for mediation or due process.