ABSTRACT
Researchers have been careful to account for the role of intelligence within their working definition of the reading disabled child. One idea is that a child is considered to be behind in reading if his reading is considerably behind what would be expected on the basis of his level of intelligence. After discussing the dyslexia issue and also the prevalence of reading problems, we will examine how reading is normally taught in our schools. For the normal child who progresses easily with reading, the information extracted from the reading materials becomes of interest in its own right. If our knowledge about reading were more advanced, we would by now be using screening tests in order to predict which children are probably going to experience difficulties in the future. Many cognitive psychologists have now, as a result of these advances, turned to all kinds of practical applications and research in reading has been one of those areas which has benefited.
