ELL & Dyslexia

• Adapt testing, instruction, and interventions to address language differences
• Ensure ELs equally participate in intervention programs, regardless of their English proficiency
• Build expert teams trained to distinguish between language differences and learning disabilities

Dyslexia is a brain-based condition that affects reading across all cultures. However, writing systems (orthographies) differ between languages, which impacts how dyslexia appears. English is especially complex, making reading more challenging.

Both ELs and native English speakers with reading difficulties struggle with phonological awareness and working memory, showing that the issue is a processing challenge, not a language barrier.

• Early, structured, and evidence-based reading instruction
• Multi-sensory, direct, and sequential teaching approaches
• Strong focus on vocabulary development to support comprehension

Senate Bill 114: Dyslexia Screenings for K-12 California Children 

On July 10, 2023, Governor Newsom signed Senate Bill 114 into law, requiring kindergarten through 2nd-grade students to be screened for reading difficulties, including dyslexia. Dyslexia is a neurobiological learning disability that affects word recognition, spelling, and decoding skills. Research shows that 5-8% of school-age children have dyslexia, and 80% of students in special education have reading-related learning disabilities.

Key Timeline & Requirements

• By Jan. 31, 2024 – The State Board appoints experts to create a list of approved screening tools.
• By Dec. 31, 2024 – The panel finalizes the approved screening tools.
• By June 30, 2025 – Schools must select at least one approved screening tool.
• Starting 2025-26 school year – Annual screenings for K-2 students begin.
• Parental Notification – Schools must inform parents of the screenings, allow them to opt-out in writing, and provide screening results within 45 days after testing.

Students identified as "at risk" must receive:

• Evidence-based literacy instruction tailored to their needs
• Progress monitoring to track improvement
• Early intervention in general education
• One-on-one or small group tutoring
• Further evaluation if needed

• Dyslexia screening does not diagnose dyslexia or replace a full evaluation.
• Screening results may help schools identify students who need further assessment for a 504 Plan or Individualized Education Program (IEP).

• Protects students’ intellectual and emotional well-being
• Strengthens parent trust
• Prevents long-term academic struggles
• Reduces unnecessary special education referrals
• Eliminates the “wait and fail” approach
• The goal of Senate Bill 114 is to identify reading difficulties early and provide the necessary support, helping more students succeed in school and beyond.