INTRODUCTION
TWENTY YEARS AGO， WHEN I RECEIVED MY MA IN ENG-
lish from Brown University， I was sure I knew why some
teenagers read so much better than others. They came from
good families. Their parents had read to them as children.
They grew up surrounded by books. Of course they loved
reading and were good readers.
Then I started teaching， and things no longer looked so
simple.
I was teaching in a private Dominican boarding school in
California. The girls came from wonderful homes， but a dis-
turbing number weren t avid readers; some didn t like to
read at all. I was at a complete loss. I knew how to run a
Chaucer seminar..， but teach reading? I thought there was
some specialized knowledge that I didn t have.
Following my navy husband， I moved on to Virginia. He
went to sea， and I taught in a couple of different high
schools while beginning a graduate program in learning dis-
abilities at Old Dominion University. I was lucky at Old
Dominion， having a visiting professor from the University
of Chicago， Ken James， who had trained under Doris John-
son， one of the people who helped define the field. His
axiom: a diagnosis of learning disabilities is a diagnosis of
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