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JAMA. 1970;212(9):1515-1516.

	Since this article does not have an abstract, we have provided the first 150 words of the full text PDF and any section headings.

A number of events in medical and psychological research over the past 50 years have conspired to convince the public that the intelligent school child who is not learning to read properly requires the attention of his physician as well as that of his teacher. These events are well reviewed in the monograph of Vernon¹ and elsewhere. The medical economic impact of this trend has been considerable, as any practicing pediatrician or child neurologist will attest.

The various historical and physical findings of "developmental dyslexia," when they occur together in an individual case, form a syndrome too striking to be ignored. Do they appear with significant frequency in the total population of poor readers? The studies of Rosenberger,² as reported in a recent issue of the American Journal of Diseases of Children, and other studies on unselected school populations would suggest that most of them do not. Perhaps . . . [Full Text PDF of this Article]

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