The paper focuses on reading-disabled students with emphasis on the need for theory-driven research and improvements in the training of teachers in reading instruction. Among abilities that should be tested in research on causes of reading disability are the child's understanding of the phonological structure of written language, a specifically language-related (rather than general analytical) deficit; and the child's short term memory ability. Also needed is research comparing children with specific reading retardation, attention deficits, hearing loss, arithmetic disabilities, and both high and low Intelligent Quotients. Deficits in teacher training programs include the short amount of time given to the teaching of reading and failure to teach the importance of alphabetic orthography. A five-page reference list is included. (DB)