This report evaluates the services which schools and education authorities provide for learners with literacy and language difficulties. The aim of this report is to help schools, colleges and universities to take forward improvements by describing good and improving practice in addressing the needs of learners with dyslexia. Research suggests that when learners are given appropriate support, this can make a positive difference to their emotional and learning development as well as their overall achievement. This report highlights the most effective forms of support for learners in Scottish schools and colleges and provides signposts for improvement. It also describes the key strengths and areas for development. Findings were drawn from Her Majesty's Inspectorate of Education (HMIE) inspections, a literature review, and surveys conducted amongst children, parents, schools and authorities. HMIE found that the range and quality of learning and teaching approaches were appropriate in the majority of schools, and in a few schools were considered to be highly effective. In approximately half of the education authorities surveyed, there were no specialist facilities offered, however, effective support was often provided by educational psychologists, learning assistants or network support staff. The main aspects of effective learning and teaching of students with dyslexia were identified as multi-sensory in nature, well-structured, and interactive. Although most parents had the opportunity to attend reviews of their children's progress and contribute to targets, very few parents or pupils were provided with sufficient information regarding the authority's or school's policy regarding dyslexia. The extent of involvement available to parents varied and some parents criticised delays in accessing specialist support. Other areas covered by the evaluation include staff training, and planning to meet the needs of learners with dyslexia. Appended are: (1) Acknowledgments; and (2) References and Sources of Support. (Contains 26 footnotes.)