This text investigates the methodologies required to identify and remediate reading difficulties in students with special learning needs. The authors, Joyce S. Choate and Thomas A. Rakes, leverage their expertise in educational psychology and literacy instruction to provide a structured framework for diagnostic assessment. By synthesizing clinical observation with classroom-based intervention strategies, the book establishes a systematic approach for educators to address diverse learning profiles within an inclusive environment.

The text serves as a technical resource for practitioners and students of special education, emphasizing a methodical, evidence-based approach to literacy intervention. Its focus on diagnostic precision and instructional adaptability makes it a standard reference for those navigating the complexities of remedial reading support.