THE ROLE OF VISUAL SENSORY DEFICIENCIES IN THE CAUSATION READING DISABILITY IS DISCUSSED. PREVIOUS AND CURRENT RESEARCH STUDIES DEALING WITH SPECIFIC VISUAL PROBLEMS WHICH HAVE BEEN FOUND TO BE NEGATIVELY RELATED TO SUCCESSFUL READING ACHIEVEMENT ARE LISTED--(1) FARSIGHTEDNESS, (2) ASTIGMATISM, (3) BINOCULAR INCOORDINATIONS, AND (4) FUSIONAL DIFFICULTIES. FOUR PRIMARY RESPONSIBILITIES OF THE SCHOOL CONCERNING VISUAL PROBLEMS AS APPLICABLE TO THE CLASSROOM TEACHER ARE CITED--(1) THE DETECTION OF VISUAL PROBLEMS, (2) THE REFERRAL OF THE CHILD TO THOSE PROFESSIONALLY QUALIFIED, (3) THE ADJUSTMENTS OF INSTRUCTION TECHNIQUE, METHODS, AND EXPECTATIONS BASED UPON THE NATURE AND SEVERITY OF THE VISUAL PROBLEM, AND (4) LEADERSHIP AND PARTICIPATION IN RESEARCH. A BIBLIOGRAPHY IS INCLUDED. THIS ARTICLE IS PUBLISHED IN THE "JOURNAL OF READING," VOLUME 9, OCTOBER 1965. (MD)