An assessment of the true value of reading, applied to a critical evaluation of the way children are taught to read. Using case studies from the authors' experience of teaching severely disturbed children to read at the University of Chicago Orthogenic School, and the difficulties encountered by more normal children, the authors show that reading should not be taught merely as a technical accomplishment - far more important is the child's attitude to reading. The book also includes a discussion of dyslexia and of other reading difficulties.