Theoretical, diagnostic, and remedial issues related to polyglot dyslexia (i.e., difficulties in reading experienced in both languages spoken by bilinguals) are considered. Theoretical causes of dyslexia, research done with neuropsychological and neurolinguistic aspects of bilingualism, the literature on polyglot aphasia, and theoretical concerns regarding bilingualism are briefly addressed. It is suggested that two different languages may be confusing because of the dissimilarity of the two languages. If one language has a left-right movement on the page while reading, while another has a right-left orientation, the child may easily confuse "was" for "saw." The sparse literature on polyglot dyslexia in different countries is reviewed. It is noted that the study of this topic is made difficult by the unavailability of suitable subjects, as well as by wide differences between subjects in terms of age, intelligence level, and language spoken. A combined neurolinguistic and neuropsychological model for bilingualism is proposed as feasible and useful. Four practical applications are mentioned, including the development of screening batteries for bilinguals with emphasis on polyglot dyslexia; and adaptation of the Luria-Nebraska Neuropsychological Battery for purposes of diagnosing polyglot dyslexia. (SEW)