As we aim for literacy for all by the year 2000, we must not ignore those children in our primary and secondary schools who are handicapped in reading for one reason or the other. Hilton (1973) has noted that “the ability to read is so important that any child who does not achieve reasonable success in it is severely handicapped in ways that impinge on personality development and on effective living” (1973263). Problems in reading call for the teacher to give individualized attention to the child by (1) having a clear evidence of the various needs of each child in the classroom; (2) ascertaining his strengths and weaknesses in reading; and (3) making instructional decisions and developing various techniques related to the scope and sequence of reading skills, materials to be used7 classroom organization and student motivation. This paper is a call on language and reading teachers to give greater attention to the reading disabled in our various classrooms in order that they too may have some opportunity, if possible, to attain full literacy potential by the year 2000.