I would think about your long-term goals for him. Is the long-term goal for him to receive accommodations, or to become a fluent and efficient reader? If remediation causes him to not test as dyslexic, with no apparent need for accommodations, because he has become such a good reader, how will that affect your long-term goals for him, and his long-term goals for himself?
There is data to suggest that early, intensive remediation of reading disabilities using evidence-based, phonemic awareness-focused structured instruction in pre-reading and reading skills alters the way dyslexic brains read, so that it more closely resembles the (more efficient) reading brain behavior of neurotypicals. If his brain is retrained so that he doesn't require accommodations, won't that be a better outcome than waiting to remediate so that he can qualify for accommodations? And if intervention now is unsuccessful at teaching him to read efficiently, then he will still end up qualifying later.
Keep in mind that OG is good for nearly all early readers, not just dyslexics, and is actually used as an at-risk intervention in some school districts for all of the children who are below grade-level in reading (an estimated 30-40% of all primary-age students).
