The problem addressed in this study was that many parents cannot identify their children's early signs of developmental dyslexia, potentially causing academic and social-emotional issues into adulthood as well as delays in reading and writing development. The purpose of this qualitative generic study was to identify what parents perceive as their children's early signs of developmental dyslexia, including academic and social-emotional issues and delays in reading and writing development. This study is rooted in Frith's (1986) theory of reading development, Piaget's theory of cognitive development (Piaget & Inhelder, 1969), Kuerten's deficit theories (Kuerten et al., 2019), and Elias et al.'s (1997) social-emotional learning theory. Photo elicitation, interviews, and a focus group were conducted with the biological parents of each of eight children in U.S. schools in Grades K-5 who had been diagnosed with developmental dyslexia. Data were manually and digitally coded with NVivo (Version 14.23.1). The results of this study confirm the inadequate training for teachers in pre-service and in-service. Teachers are not aware of the early warning signs of dyslexia; therefore, they are unable to alert parents, assess students accurately, or properly intervene in a timely manner. Though pediatricians receive training to monitor children's developmental milestones, diagnosing dyslexia falls outside their primary responsibility. However, they can and should conduct fundamental literacy screenings as part of their care routine. Teacher and pediatrician preparation programs need to include more intensive instruction on identifying dyslexia. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]