Skill in reading is desirable. However, the importance of reading may be overemphasized in schools. Reading skills are determined relatively and not absolutely. Thus, relatively poor readers will persist. Schools cannot eradicate individual differences. Biological makeup and societal pressures are the important factors in determining reading skill. Present methods of reading remediation are of questionable efficacy and are traumatic to some children. Time with its associated normal development succeeds in remediating the majority of children with dyslexia. Most poor readers eventually attain reading levels that enable them to comprehend the types of printed materials commonly encountered. If a child finds reading difficult or distasteful, that child should be encouraged to read but should have the right not to be forced to read.
阅读技能是可取的。然而，阅读的重要性在学校里可能被过度强调了。阅读技能是相对而非绝对确定的。因此，阅读能力相对较差的学生仍会存在。学校无法消除个体差异。生物构成和社会压力是决定阅读技能的重要因素。目前的阅读补救方法效果存疑，且对一些孩子来说具有创伤性。随着时间推移以及相关的正常发育，大多数诵读困难的孩子能够得到改善。大多数阅读能力差的学生最终能达到一定的阅读水平，使他们能够理解常见印刷材料的内容。如果一个孩子觉得阅读困难或无趣，应该鼓励他阅读，但也有权不被强迫阅读。
