This digest presents basic information for those providing educational services to children with dyslexia who have phonological core deficits. First it provides a brief overview, noting the incidence of dyslexia and the large number of these children with phonological deficits which result in far less academic progress than experienced by other children with learning disabilities. A definition of phonological core deficits notes the major components of phonemic awareness, sound-symbol relations, and storage and retrieval of phonological information in memory. Several criteria for classification and identification of dyslexia and learning disability are summarized and popular assessment measures are listed. Ten suggested interventions are noted, such as teaching metacognitive strategies, providing direct instruction in language analysis and the alphabetic code, and using techniques that make phonemes more concrete. Also listed are some print resources for teachers, relevant associations, and electronic resources. (DB)