A preventative approach can lead to greater reading proficiency, stronger self-esteem, and create possibilities instead of barriers for struggling readers. Studies have shown that it is possible to identify at-risk children as early as preschool; however, it is important to note that screening does not mean diagnosing a child with a reading disability at this age. Universally screening children upon entering elementary school can identify the deficits that cause students to struggle. “Deficits in phonological awareness, rapid automatized naming, verbal working memory, and letter knowledge have been shown to be robust precursors of dyslexia in children as young as three” (Gaab, 2017). Screening should include the assessment of phonological awareness, letter-sound knowledge, rapid automatized naming skills, vocabulary, and oral language skills. Weaknesses in any of these components are likely to lead to reading challenges and can be remediated by using a systematic and cumulative intervention wherein sound-symbol correspondences, syllable types, morphemes, semantics and syntax are explicitly taught. Sensory modalities can be incorporated to help students who struggle with attention. Instruction for these students must be taught from simple to complex. Providing high-interest books, exposure to more text, or using three-cueing strategies will not close the gaps for students with dyslexia, but will limit their success and future opportunities to succeed.