Abstract
The implications of the frequent overlap between reading and behavioural disorders in childhood are explored using follow-up findings on the secondary school progress and early work histories of four groups of boys, with an without reading retardation, and with and without behavioural disturbance. While the prognosis for the majority of the retarded readers appeared poor, certain particular features-high rates of early school leaving, unstable work records and especially depressed skill levels-characterized those with associated behavioural problems. The importance of separating out the effects of additional associated disorders and disadvantages in assessing the long-term prognosis for children with learning problems is discussed.
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