This paper presents an overview of recent findings relating to the influence of genetics on reading disability. The paper questions the appropriateness of the etiology of reading disability and its possible relevance to remediation. It finds that early identification of children who are at risk of reading failure due to a genetic cause could help avoid the cycle of failure on entering school and that early intervention programs that incorporate the use of multi-sensory input, such as the Orton Gillingham program, can have beneficial effects. The paper also notes that a history of dyslexia in a family is a risk factor but does not indicate that a child will necessarily be dyslexic. Contains 10 references. (NKA)