National dyslexia and reading‑science organizations are advancing a unified push for structured literacy in K‑12 settings and offering updated screening tools and implementation blueprints. The International Dyslexia Association and Right to Read Project convened experts to update definitions, recommend best practices for screening, and outline grade‑specific assessment strategies meant to improve early identification and intervention. Presenters stressed that ‘structured literacy’ is an evidence‑based approach that sequences phonics, morphology and language comprehension explicitly rather than relying on whole‑language methods. Webinars and toolkits are advising districts on policy alignment, staff training and scalable intervention models. District leaders and higher‑education teacher‑preparation programs should align curricula and professional development to support implementation fidelity. Investments in screening, data systems and coaching are essential to scale interventions and reduce long‑term remediation costs.