Hi,

Milestones as such refer to the development process. Here are a few studies for the question you raised:

Viholanen H, Ahonen T, Cantell M, Tolvanen A, Lyytinen H. The early motor milestones in infancy and later motor skills in toddlers: a structural equation model of motor development. Phys Occup Ther Pediatr. 2006;26(1-2):91-113. PMID: 16938827.

Murciano M, Biancone DM, De Luca F, Piras Marafon D, Guido CA, Spalice A. Breastfeeding in Pediatric Acute-Onset Neuropsychiatric Syndrome: An Italian Observational Study. Front Pediatr. 2021 Jul 8;9:682108. doi: 10.3389/fped.2021.682108. PMID: 34307255; PMCID: PMC8295522.

Sanabria Díaz G, Torres Mdel R, Iglesias J, Mosquera R, Reigosa V, Santos E, Lage A, Estévez N, Galán L. Changes in reading strategies in school-age children. Span J Psychol. 2009 Nov;12(2):441-53. doi: 10.1017/s1138741600001827. PMID: 19899646.

Lyytinen H, Ahonen T, Eklund K, Guttorm TK, Laakso ML, Leinonen S, Leppänen PH, Lyytinen P, Poikkeus AM, Puolakanaho A, Richardson U, Viholainen H. Developmental pathways of children with and without familial risk for dyslexia during the first years of life. Dev Neuropsychol. 2001;20(2):535-54. doi: 10.1207/S15326942DN2002_5. PMID: 11892951.

Shapiro BK, Palmer FB, Antell S, Bilker S, Ross A, Capute AJ. Precursors of reading delay: neurodevelopmental milestones. Pediatrics. 1990 Mar;85(3 Pt 2):416-20. PMID: 2304802.

Stein MT, Zentall S, Shaywitz SE, Shaywitz BA. A school-aged child with delayed reading skills. J Dev Behav Pediatr. 1999 Oct;20(5):381-5. doi: 10.1097/00004703-199910000-00016. PMID: 10533999.

Milestones for elementary students with dyslexia may vary depending on the severity of their condition and the interventions they have received. Phonological awareness: By the end of kindergarten or beginning of first grade, students with dyslexia may demonstrate basic phonological awareness skills. Letter-sound correspondence: By the end of first grade or beginning of second grade, students with dyslexia may show progress in recognizing and correctly associating letters with their corresponding sounds. Word recognition: By the end of second grade or beginning of third grade, students with dyslexia may begin to recognize high-frequency words and common sight words with greater accuracy and automaticity. Reading fluency: By the end of third grade or beginning of fourth grade, students with dyslexia may demonstrate improved reading fluency, including accurate word recognition, appropriate phrasing, and expression.

Reading comprehension: By the end of elementary school, students with dyslexia may still experience difficulties with reading comprehension due to their ongoing struggles with word recognition and fluency. Writing skills: By the end of elementary school, students with dyslexia may also demonstrate progress in their writing skills, including improving their ability to generate ideas, organize their thoughts, and use appropriate