The research that we are presenting here investigates reading disabilities in schoolgirls. It complements an initial study started in 1985 at the Unité de psychopathologie de l'Enfant et de l'adolescent at St-Ann's Hospital in Paris and published in 1994. The results of our study on a sample population not only confirm but modulate and enrich the findings of the works published on the subject over of the last ten years (see our wide-ranging bibliographical inquiry published in an earlier issue: Filles, garçons et lecture: Vue d'ensemble sur les travaux récents): serious reading disabilities are less frequent in girls than in boys. Thus it appears that: 1) girls fail to learn how to read less frequently than boys; 2) these failures are less unexpected in so far as, be it a cause or an effect, they appear in subjects with more global deficiencies; and 3) the positions of rejection and incapacity that non-reading girls adopt are relatively changeable provided that they receive their family's support. To conclude, we show how the different remedial and therapeutic works are linked together in our unit and how necessary we consider their coordination.