As you know, my go-to is always Orton-Gillingham-based remediation programs, such as Wilson, Barton, All About Reading/Spelling, or Logic of English, for reading/spelling delays in English. If it's going to be a challenge to do her own home-based tutoring, or to run around trying to find a qualified provider, she could also try the gamified OG reading/spelling lessons on Nessy (
https://www.nessy.com/uk/) (which has the added advantage of having a UK spelling convention option, likely to be more compatible with European schools).
If it's dyslexia in another orthography, the same techniques should work, but identifying an effective intervention will be a little harder, as I'm not familiar with non-English-language offerings. Given his history of receptive language delays, he likely does not have a solid foundation of phonological processing skills; he probably wasn't (and still may be below average in) accurately perceiving speech sounds, which makes it pretty tough to get sound-symbol correspondence.
That suggests another avenue for intervention: it may be that part of this can be tackled through additional speech therapy, to work specifically on phonological processing/phonemic awareness skills, rather than only language. Phonemic awareness, after all, is a major element of the OG reading intervention.
And on another note, it really shouldn't matter whether or not the child is "that bright". Even quite low cognitive individuals can learn to read perfectly effectively (at least with regard to fluent decoding--comprehension is another matter, but that isn't really under discussion in second grade) if taught explicitly and systematically. His reading level is below that of many intellectually-impaired age-peers. So honestly, if the school really feels that way, their expectations are way too low for cognitively-impaired learners. (Not to mention this particular learning disabled child.)
