Early Identification of Dyslexia Supports Literacy Success

At Foundations for Families, we work with programs in every region from the most rural communities to our largest cities, and in all different types of programs. Across all of these programs, we see the deep value that administrators and educators place on literacy and ensuring that young children have the tools and support they need to thrive. 

In May 2026, Amy Augenblick, Executive Director of Foundations for Families, and colleague Jennifer Appleton, Director of Education and Outreach at Atlantic Seaboard Dyslexia Education Center (ASDEC), presented at the National Head Start Conference and Expo. Together, they shared their expertise and insights in a session titled Strengthening Neural Pathways: Multisensory Instruction for Early Literacy Success. It was wonderful to see some of you in the room, and we look forward to continuing the conversation on this important topic.

Early childhood educators, and particularly those in Head Start, can make an enormous impact on children’s lives, and we want to share our content with you to help grow the focus on early literacy success in Head Start.

Did you know that about 1 in 5 people have dyslexia, a language-based learning disability in which individuals have difficulty learning to read? This includes people of all ages, from the very young children to adults. We know, then, that there are likely children with dyslexia in every classroom or home-based caseload of your agency’s funded enrollment. 

Dyslexia is the most common learning disability, accounting for approximately 80% of learning disabilities. It can be associated with poor academic, economic, vocational and health outcomes. Disproportionately, dyslexia is undiagnosed and untreated in children of color and those who live in poverty. Research has consistently found very high rates of literacy difficulties in prisons. A landmark Texas study reported that approximately 80% of prison inmates were functionally illiterate and nearly half showed characteristics associated with dyslexia.

Early identification of and evidence-based interventions for children at risk for and those with dyslexia can effectively mitigate poor outcomes. Public schools often struggle to identify and effectively teach children with dyslexia. Currently, children are typically diagnosed around third grade. However, signs of dyslexia often appear much earlier.

With mandatory screening and assessment as one of the foundational aspects of Head Start, programs are well-positioned to help identify dyslexia in the children they serve before they reach the public school system. Dyslexia can be reliably identified in four-year-old children. There is an incredible opportunity if Head Start programs across the nation routinely screen their preschool children for dyslexia and other language-based disabilities.

Head Start empowers parents and values them as their child’s first teacher and greatest advocate. This includes helping parents to partner with teachers and school leaders to support their children. It is our hope that Head Start parents know that a free, appropriate, public education is one of their children’s civil rights – whether they have dyslexia or any other type of learning disability.

Transition support matters, especially in collaboration with public schools. Head Start staff and families can incorporate discussions about early literacy, dyslexia identification, and supports into the kindergarten transition conversation. At the leadership level, principals and Head Start directors could make sure that the approaches to literacy screenings and reading instruction are aligned, and that data is collected to monitor progress over time. These are just a few of the many opportunities for early childhood systems and K-12 systems to work together to support early literacy. Ultimately, closer collaboration will allow earlier identification and intervention as children move between education systems.

A new federal law could be coming to support early literacy. The bipartisan Reading Excellence and Achievement for Development (READ) Act (S. 4689) was introduced in the United States Senate on June 4, 2026. If it becomes law, it would – among other things – embed science of reading principles into federal literacy policy, require some federally-funded literacy initiatives to be aligned with evidence-based reading research, and strengthen teacher preparation. It would also support early screening and intervention for reading difficulties, including dyslexia.

By shining a spotlight on early identification of dyslexia, Head Start programs can help to ensure children receive the support they need to grow and thrive. If you’re interested in discussing or learning more, please be in touch.

Thank you.

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