Overview: In many American schools, reading and learning skills of most students are comparable to or worse than those of diagnosed dyslexics, particularly with regard to reading comprehension. This high incidence of reading problems does not lessen the importance of clearly defining and understanding “true” dyslexia as a neuropsychological phenomenon, but it highlights the importance of translating knowledge about remediation for dyslexics into practices for use with children whose poor academic skills do not involve neuropsychological causes. In an essay for this chapter Sandra Priest Rose describes the deep needs of schools for tools to help diverse students learn to read and write more effectively. We suggest that research should focus on similarities and differences between dyslexics' poor reading and the reading of other disadvantaged children, with the goal of determining useful connections for improving learning of reading skills in both populations.