ABSTRACT
This chapter looks at definitions of reading disorder; its prevalence; some characteristics of reading difficulties; causal factors; and identification and assessment. It considers possible associated difficulties, their assessment and related provision. I look at provision for reading and for reading skills, reading fluency and reading comprehension. The chapter examines alternative and augmentative communication. The final section summarises provision in relation to curriculum and assessment; pedagogy; resources; therapy/care; and school and classroom organisation.
