This article integrates the fundamental components of both "Response to Intervention" (RTI) and cognitive neuropsychology when identifying reading disorders in children. Both proponents of RTI and cognitive neuropsychology agree the "discrepancy model" is not a reliable or valid method to identify learning disorders in school. In addition, both proponents of RTI and cognitive neuropsychology agree that earlier intervention and the use of evidence-based intervention techniques must permeate the thinking behind any educational reform. Lastly, both proponents of RTI and cognitive neuropsychology concur with the National Reading Panel's (2000) five core components of the reading process. Given the similarities between RTI and neuropsychological models of reading, a more integrative assessment model will be introduced to better diagnose and remediate subtypes of reading disorders in children. In summary, it is the author's belief that cognitive neuropsychology will emerge as the leading discipline in forging the inevitable alliance between science and education. (Contains 6 tables and 1 figure.)