Learning to read does not consist of recognizing a given arrangement of words observing strict rules. Similar to speaking, listening to a piece of music, or watching a picture, reading does not merely consist of reconstructing a string of characters through the activation of a specific brain area. Such an activation of a specialized brain region will usually involve adjacent areas, thus widely enlarging the specific functions focusing on shapes, or colour recognition. Study of language therefore is not merely accounted for current neurobiological knowledge. Given the current restrictions, careful and humble approach of this disorder should pay attention to avoid oversimplified pathogenic models such as cerebellar dysfunction, genetic origin or environmental factors. Truth likely relies on the area multifactorial origin and a high level of complexity. Under our current state of knowledge, normal or abnormal reading cannot be reduced either to a molecule, to a gene, or even to a given neuronal network. It is rather supported by a whole organism, made of complex interacting elements, modulated by emotions. Before allowing further learning, language is first acquired through interactions with the child’s environment. Before being able to speak or read, children express their wish to communicate through increasingly explicit smiles, facial expressions, or babbling, directed to surrounding people. Whatever the way written communication enters the family, children will very early mimic reading behaviours observed in their environment. A reader builds very early, during his initial meetings with books, and through early story reading. Later, reading abilities will become a major challenge for children: feeling to belong to adults’ world, sharing with them a common communication code. When access to such a code is disturbed by sensory, psychological or unknown reasons, loss of self-confidence and feelings of failure quickly infiltrate children’s mood, involving conflicts and opponent behaviours and leading to numerous medical consultations. Access and initiation to reading is nowadays altered by a changing world where screens and pictures are everywhere on display and accessible to children at their earliest ages for their personal use, independent of adults. Sharing pictures with adults, in the same way children share stories transmitted by adults, thus becomes almost impossible. Moreover, learning and entertainment maintain some degree of confusion. Appropriate brain development requires, more than sounds, colours, odours or pictures provided by games. Only adult brains can provide the child with items required for his progress, for an adapted brain development supported by its wonderful learning abilities.