A study of highly successful men and women with reading disabilities used a developmental approach to investigate how, and under what conditions, males and females with reading disabilities develop high literacy levels and resilient self-concepts. The 60 participants in the study included a Nobel laureate, a member of the National Academy of Sciences, and other leaders and professionals in a variety of careers that require extensive reading (i.e., medicine, law, business, and the arts and sciences). The participants self-reported learning disabilities or reading difficulties and were interviewed using 20 questions; background information was also gathered about them. The study found that the participants demonstrated strong, enduring concepts of self, with no significant differences by gender. Both men and women with reading disabilities developed literacy through avid reading of high-interest texts. A difference between the sexes was in their favorite topics and genres, which followed traditional gender patterns. In addition, women were more likely to be encouraged to develop their femininity and grace, while men were encouraged to overcome their difficulties. The instructional implications of the study's findings are that students should be helped to develop and follow their passion in reading and should be led to critical analysis of reading. Recommended teaching methods include using twin texts (fact and fiction on the same topic), creative writing, and helping students to challenge educational expectations in all domains. (Contains 79 references.) (KC)