Public school teachers, principals, and staff are well-intentioned, but many schools don't have the resources to diagnose and treat students with dyslexia. The teacher might say students develop at different rates and he/she will "catch up." The school might tell you that your child will be tested in grade 3. Other personnel may say that the child is reading on grade level when the child is unusually intelligent and should be reading well above grade level.
By the time a child is far enough behind to qualify for an evaluation, the problem has intensified. By grade 3, the student may have developed a significant emotional and social problem. The child may say things like "I'm stupid" or "I hate school."
Children with dyslexia need a specific type of teaching designed for the unique learning patterns of the dyslexic brain. Children do not "catch up" without this kind of help.
The instruments schools often use to determine eligibility for special education seldom give a diagnosis. A diagnosis is needed to create a concise program for academic success. Once a name is put to the student's problem, he/she feels less isolated and thrive once properly diagnosed and offered effective instruction.
The American Federation of Teachers say "Waiting Rarely Works: Late Bloomers usually Just Wilt."