An abundance of research has shown that there is an extensive overrepresentation of reading and writing disabilities among inmates in juvenile institutions and prisons. The aim of this paper is to review publications from the Nordic countries, especially Sweden in the last decade regarding the prevalence of reading and writing disabilities and dyslexia. The prevalence of the difficulties varies between 6 and 70% among the studies. The main reason for these immense differences may be the definition of reading and writing disabilities and dyslexia and the distinction between those concepts. An additional aim has been to review some publications regarding effective reading and writing interventions for this population. Few studies have been carried out in this area worldwide. This may mainly be due to methodological obstacles created by the conditions that exist at the institutions such as the inmates' security restrictions, the transposition of the youngsters and escaping inmates.