I saw this chart on Facebook and had to share the thoughts about it...
This chart shows the predicted paths of typical students in blue, and students with dyslexia in red.-The red path is especially problematic when SLD (Specific Learning Disability), a broad indicator under which students get services, is used because a student must be "not meeting standards" (failing) to get services. Even then, many schools do not distinguish dyslexia from other SLD and so intervention is not specific to the disability.
Currently consideration of SLD is not considered until end of 2nd /3rd grade, when evaluation is more expensive and intervention more difficult. (Early intervention is key!)
Decoding Dyslexia MA proposes:
valid screening indictors for being "at risk" for the more specific dyslexia are easy and cost effective at age 5. If all students were screened for Phonemic Awareness (PA) and Rapid Automatized Naming (RAN) teachers would have information on the 2 strongest indicators of reading failure in 3rd grade (proven in research as 87% accurate) before choosing instructional focus or method. Intervention would target early, the areas research indicates cause later reading failure, PA and RAN. Using the screening for all would provide teachers and parents a path to intervene targeting the skills and improving outcomes with out waiting to fail, without wasting resources on less targeted intervention that will not reach these students. Fewer students will require deeper evaluative diagnosis, because they will improve and join their peers on a more typical path to literacy.
Also, according to Decoding Dyslexia MA-
Here is where you can find more info on Phonemic Awareness and how it relates to early literacy.
And I have my own link to share on how early interventions help children with disabilities.