ABSTRACT
T he National Institutes of Health have recognized that high illiteracy rates are anational health care crisis that needs immediate attention. Approximately 10-15%of school age children have a learning disability, and, of these, around 70% display disabilities specific to the literacy skills of reading and writing. Given the magnitude of this challenge, there is a critical need for practitioners to understand and effectively diagnose and treat reading and related language-learning difficulties. This chapter provides an overview of the processing skills and deficits associated with reading and writing difficulties and outlines principles and methods related to assessment and intervention.
