The processes of learning to read and learning to calculate are significantly similar to justify an interdisciplinary approach to teaching them. In this book a series of parallels are drawn between mathematics and reading in order to exemplify the similarities in diagnostic procedures, terminology, and skill sequences. Topics covered in the book include the following: the history, trends, curriculum, and rationale for an interdisciplinary approach; similarities between reading and mathematics; differences between the two; diagnostic implications of interdisciplinary study; an informal inventory of the aspects of reading and mathematics; diagnostic measures; structural and error analysis; comprehension, including taxonomy, cloze procedure, and maze technique; modalities; and remediation and associated problems. Each comparison attempts to demonstrate the feasibility of using the best of both worlds for the benefit of the student and teacher. (Author/JF)