California Dyslexia Laws: A Guide for Parents & Teachers

Learning to read is a fundamental milestone in every child’s life. 

But for students with dyslexia, the traditional path to literacy often feels like an uphill climb (in the dark, without a map). Recognizing this challenge, California has taken massive strides to change how schools approach reading instruction.

The state is moving aggressively toward early dyslexia screening, evidence-based reading instruction, and comprehensive professional training for teachers. If you are a parent trying to navigate your child’s education or a teacher looking to support your classroom, keeping up with these new regulations can feel overwhelming.

Let’s talk about what the laws are, and what they mean for families and educators. That way, you can use this knowledge to advocate for the students who need you most.

A Push Toward Evidence-Based Reading Practices

For years, many schools relied on reading strategies that left students with learning differences falling behind. Now, California mandates a shift toward the science of reading, using instructional methods grounded in decades of research on how the human brain processes written language.

The state now requires schools to follow specific dyslexia guidelines developed by the California Department of Education. Furthermore, teacher preparation programs must include robust training in identifying and supporting students with dyslexia.

The goal here is to catch reading difficulties early, provide immediate support, and ensure every educator has the tools to teach reading effectively. 

California’s Dyslexia Legislation

Let’s review the primary pieces of legislation that mandate how California schools must support students with reading difficulties:

Assembly Bill 1454 (2025): Equipping Our Educators

Assembly Bill 1454 focuses heavily on the adults in the classroom, namely by requiring the Commission on Teacher Credentialing to update its standards. By 2028, all teachers, literacy specialists, and administrators must be formally trained in evidence-based reading instruction.

Also, the State Board of Education must adopt new K–8 English Language Arts and English Language Development materials by 2027. These materials must align with the state’s ELA/ELD Framework and its established dyslexia guidelines.

For educators, this means a shift away from outdated reading philosophies and a move toward practices that have been demonstrated by years of research to work for struggling readers. Some tips:

• Begin engaging in new professional development on evidence-based reading instruction as these opportunities become available.
• Review and incorporate the updated state ELA/ELD materials into your classroom planning as they are adopted.
• Collaborate with colleagues to share best practices and strategies for supporting students with dyslexia.
• Advocate within your school for ongoing support, materials, and training on the science of reading.
• Use progress monitoring and data gathering to track student growth and adjust instruction as needed.

For families:

• Ask your child’s school about what teacher and staff training is being implemented around dyslexia and effective reading instruction.
• Request information about the instructional approaches and materials being used and how they align with California’s updated guidelines.
• Attend school meetings or workshops related to literacy and dyslexia—your presence and questions can encourage ongoing progress.
• Stay in regular communication with your child’s teacher about reading development and request resources for at-home support.
• If needed, advocate for further assessment or targeted interventions to ensure your child receives the support the law provides.

Senate Bill 114: Catching Challenges Early

We know that early intervention is the most effective way to help children with dyslexia. Senate Bill 114 establishes comprehensive requirements for screening students for reading difficulties. Specifically, Section 53008 mandates that local educational agencies screen all students in kindergarten through second grade for reading delays.

These screenings act as a critical safety net, aiming to identify at-risk students before they fall years behind their peers. Once a school identifies a delay, they can quickly implement evidence-based literacy interventions.

This legislation radically changes the timeline for families. Instead of waiting until a child fails multiple reading benchmarks in the third or fourth grade, teachers can identify potential hurdles immediately. This enables timely, effective interventions. It also empowers families, giving you crucial information about your child’s reading abilities early enough to engage in supportive activities at home.

Assembly Bill 1369 & Chapter 647: Clear Guidelines for Success

Assembly Bill 1369 requires the California Department of Education to develop clear, actionable guidelines for identifying and assessing students with dyslexia. It also mandates that schools use these guidelines to improve educational services.

Later, Chapter 647 was added to build on this foundation, emphasising that schools must not only review these guidelines but also take the necessary steps to implement them. It guarantees that teachers receive the specific training needed to apply these guidelines in their daily classroom routines.

This law removes the guesswork from dyslexia support, giving teachers a clear framework for identifying and supporting students, fostering a well-informed approach to literacy instruction. Families, too,  directly benefit by having access to this standardized information, which helps you understand exactly what to expect from your child’s school.

What This Means for Teachers

If you’re an educator, these regulations are designed to support your work, not hinder it. You’re gaining access to better resources, clearer guidelines, and high-quality training.

• Embrace the training: Lean into the upcoming professional development opportunities focused on the science of reading.
• Use the guidelines: Familiarize yourself with the California Dyslexia Guidelines. Keep a copy accessible when planning your literacy blocks.
• Communicate early: Use the K-2 screening data mandated by SB 114 to open a dialogue with parents immediately. Don’t wait for parent-teacher conferences if you spot a red flag in a child’s phonological awareness.
• Advocate for materials: If your classroom lacks the updated, evidence-based instructional materials required by AB 1454, speak with your administration about securing them.

What This Means for Parents and Families

If you suspect your child has dyslexia, or if they’ve already received a diagnosis, these laws are your strongest advocacy tools, as they require schools to take proactive steps to support your child.

Here is how you can get involved and advocate for your child:

• Ask about screenings: If your child is in kindergarten through second grade, ask their teacher or principal about the specific reading delay screenings required by SB 114. Request the results in writing.
• Reference the guidelines: When attending an IEP or 504 plan meeting, specifically ask how the school is implementing the California Dyslexia Guidelines mandated by AB 1369 for your child.
• Inquire about evidence-based instruction: Ask your child’s teacher what specific, systematic phonics program they use during literacy instruction. Make sure it aligns with the state’s push for the science of reading.
• Partner with the school: Use the screening data to build a collaborative relationship with your child’s teacher. Ask for specific activities you can do at home that mirror the evidence-based practices used in the classroom.

Getting Ahead in the Golden State

California is setting a new standard for how we teach reading and support neurodivergent learners. But laws and regulations only create the framework. True advocacy happens when we translate that legislation into concrete action inside our local schools and living rooms.

Every conversation you start with a teacher, every question you ask at a school board meeting, and every resource you share makes a profound difference for students with dyslexia.

Ready to take the next step in your advocacy journey? Reach out to Advocate to Educate today. Let’s work together to make sure every child receives the reading support they deserve.