Reading and writing disabilities occur in up to 20 percent of the population. They are sometimes unrecognized and often untreated, although there are both effective methods of identifying these conditions and determining appropriate treatment interventions. This Special Interest Study Group provides an overview of reading and writing disorders, including recognition, neurobiological underpinnings, and assessment methods; applies this understanding to working with students in many different school settings with a focus on identifying the most appropriate treatment plans that can improve outcomes; identifies several empirically supported models of intervention that can help these individuals; and considers how identification and treatment efforts fit within the context of broad educational trends.