All sixth class pupils in 93 Irish primary schools were rated by their teachers as either having or not having problems related to literacy (in reading or writing). Teachers perceived 6.2% of pupils as being unable to cope with everyday demands in reading, while 6.6% were perceived as unable to cope with everyday demands in writing. A further 7% of pupils were perceived as being unable to cope with the reading demands of postprimary schooling, while 5.2% were perceived as being unable to cope with the writing demands of postprimary schooling. Fifty-nine percent of the pupils with disabilities were perceived as having them in both reading and writing. Children with disabilities tended to be older than other sixth class pupils, to score considerably lower on tests of verbal reasoning and English attainment, and to be rated by their teachers as lower than other pupils on personal-social characteristics, especially those related to school performance. (Author)