Existing information has clearly shown that there is no single cause of reading failure. Rather, reading failure or difficulty in learning to read represents a composite of many factors. They include the clinical and other factors sub-sumed under psycho-educational operating forces including the interactions between them. Very often, a child who experiences reading failure is approached with a unitary diagnostic or remedial orientation which is largely educational, and which often ignores other important factors which may underlie the child’s unique reading failure.