The increasing diversity of the U.S. school population, with approximately 10% identified as emergent bilinguals (EBs), presents unique challenges in assessing and supporting students with learning difficulties. This chapter explores the complexities of identifying dyslexia among EBs, emphasizing the importance of distinguishing between language differences and underlying disorders. It provides a comprehensive overview of dyslexia, including its neurobiological origins, subtypes, and cross-linguistic manifestations, while highlighting the role of phonological and orthographic processing deficits. The chapter introduces the Dual-Route Model (DRM) as a framework for understanding reading acquisition and decoding challenges. It also outlines best practices for nondiscriminatory assessment, including the use of developmental, language, and educational histories, and suggests evidence-based interventions tailored to the unique linguistic and cultural experiences of EBs. By integrating systematic assessment practices and culturally responsive interventions, educators and practitioners can better support the academic success of this growing and diverse student population.