Developmental and post-traumatic dyslexia are discussed in terms of a dysfunction of the central nervous system resulting in reading disabilities. The relationship of reading to other language functions is considered, with emphasis on the temporal aspects of speech and reading. An interdisciplinary approach is held necessary for the diagnosis of dyslexics, and emphasis is placed on the idea that diagnosis should be made by a medical specialist operating in an interdisciplinary research facility. Diagnostic techniques for professional workers are listed, including 12 psycho-educational tests and/or batteries. Eleven tests and techniques are detailed for the remediation of learning disabilities in the classroom. Sixteen remedial approaches are discussed at some length. It is noted that the question of whether neurological organization can be changed to bring about a greater facility in mastering language skills remains a controversial issue. An extensive bibliography is attached. (WB)