The literature on reading diagnosis deals with three major issues: the purpose of diagnosis, its content, and its methods. The purpose of reading diagnosis is threefold; it is necessary for the early identification of reading problems; it is prerequisite for remediation; and it is essential for the planning, modification, and individualization of instruction. Diagnoses focus on the areas of skill performance and causes of reading difficulties. Diagnoses are carried out on a continuing basis at one of three levels corresponding to the severity of the reading problem: classroom, school, and clinic. A discussion of what constitutes effective diagnosis and remediation and how these should be conducted is missing from the literature. A model of effective diagnosis could include the above elements. There is also a need for a description of the diagnostic process in terms of the mental tasks performed by the diagnostician. (MKM)