The relationship between neurological impairment or brain damage and severe reading disability is investigated. Symptoms and causes of neurological impairment are listed, and reading disability theories are discussed. Smith and Carrigan offer a neurochemical explanation of reading disability based on synaptic transmission problems. Orton, Dearborn, and Delacato point to a relationship between reading disability and lateral dominance. However, the paper quickly notes that none of the mentioned theories have been supported by empirical data. Some helpful psychological tests for the identification of neurological defects are listed. It is pointed out that there is no sure way to diagnose neurological causes and that teachers must rely primarily on a pattern of symptoms when making neurological referrals. General labels such as "dyslexia" and "congenital word blindness" are seen as confusing the issue and as creating a matter of concern. A bibliography is included. (RT)