The book’s imprecision is unfortunate but less likely to prove problematic to parents than to nosologists. In contrast, the strikingly incomplete and naive discussion of the process by which parents initiate and secure special services or an individualized education program for their children is of direct concern. Federal law, codified in section 504 of the Rehabilitation Act of 1973 and the Individuals With Disabilities Education Act of 1975 (amended in 1997), requires schools to identify, evaluate, and provide for the needs of disabled children. However, the realities of fiscal and staffing constraints on public school districts around the country can make securing such legal rights an uphill battle for parents, if not outright unattainable. Consequently, in a text purporting to educate families and help them navigate the unfamiliar territory of dyslexia, vagueness in this section constitutes a serious flaw. Frank fails not only to differentiate between the services required by each law but even to mention the relevant legislation at all. As a result, critical details are never addressed—such as the timeline allowed by law between the parents’ request for an evaluation and the institution of and individualized education program or the venues of recourse should the individualized education program prove unacceptable. Frank notes that parents may opt to bring an advocate to the unfamiliar process of a school planning and placement program meeting but does not suggest the possibility of an education attorney or of nonadversarial means of due process. In fact, his description leaves the impression that schools are proactive and helpful systems—an idealistic yet unfortunately inaccurate view.