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This book deals with diagnostic and remedial procedures for the non-reader of normal intelligence. The major emphasis is on early diagnosis and prevention of reading disability rather than later diagnosis and retraining. The entire treatment of the subject is in line with Orton's cerebral dominance theory. The material is presented from the teacher's point of view.Part I of the book is a simplified exposition of Orton's cerebral dominance theory as related to language, particularly to reading deficiency. This theory is stressed in relation to diagnostic work. The theory is stressed in relation to diagnostic work. The theory is a stimulating approach to the problem of reading disability, although it should be remembered that it is only one approach to the problem. Other theories and techniques than those presented in this book are valuable, particularly in working with older children and adults.Part II is concerned with diagnostic procedures and measuring devices. The test procedures and methods of interpretation ,are closely and adequately presented. The tests are simple and of such a nature that they can easily be made and used by the teacher. They are designed primarily to discover confusion in lateral dominance.Part III is a well-organized set of simple and practical teaching procedures for remedial work. Training in left-to-right progression in word perception is stressed. The method is an effective combination of visual, auditory, and motor training. Marked success by its use is reported by the authors. The procedures are best adapted to work with individuals or very small groups.Even though many are not ready to accept the cerebral dominance theory, the diagnostic and remedial procedures as outlined by the authors are of practical value. The authors' emphasis upon early detection and prevention of reading deficiency is commendable. The book will be welcomed by teachers who are concerned with reading disability. Additional techniques and materials will be needed, how-