| Note to the Reader | p. ix |
| The Nature of Reading and Dyslexia | |
| The Power of Knowing | p. 3 |
| The Historical Roots of Dyslexia | p. 13 |
| The Big Picture: Who Is Affected and What Happens over Time | p. 25 |
| Why Some Smart People Can't Read | p. 36 |
| Everyone Speaks, but Not Everyone Reads | p. 45 |
| Reading the Brain | p. 59 |
| The Working Brain Reads | p. 71 |
| Diagnosing Dyslexia | |
| Early Clues to Dyslexia | p. 93 |
| Later Clues to Dyslexia | p. 102 |
| Should My Child Be Evaluated for Dyslexia? | p. 120 |
| Diagnosing Dyslexia in the School-Age Child | p. 131 |
| Identifying the At-Risk Child | p. 142 |
| Diagnosing Bright Young Adults | p. 150 |
| Helping Your Child Become a Reader | |
| All Children Can Be Taught to Read | p. 169 |
| Helping Your Child Break the Reading Code | p. 176 |
| Helping Your Child Become a Reader | p. 198 |
| Helping Your Child Become a Skilled Reader | p. 230 |
| Overcoming Dyslexia: Turning Struggling Readers into Proficient Readers | |
| Sam's Program: A Model That Works | p. 251 |
| Teaching the Dyslexic Child to Read | p. 261 |
| Helping Adults Become Better Readers | p. 288 |
| Choosing a School | p. 294 |
| Protecting and Nourishing Your Child's Soul | p. 309 |
| Accommodations: Building a Bridge to Success | p. 314 |
| Epilogue: A Person Like That ... | p. 345 |
| Notes | p. 367 |
| Acknowledgments | p. 395 |
| Index | p. 399 |