national audience Existing a difference of nature between a bad reader and a dyslexic child? Do methods have a responsibility for learning disorders? Some criminalise the ‘global method’, while others attribute the difficulties of these children to their social background. The public authorities have, for their part, decided in favour of a medicalising approach with the 2005 Law. Under the cover of the ‘recognition’ of the disability of learning disorders, they have in fact evaded the educational issue. However, it is now impossible to say that problems in reading students quickly classified as ‘dyslexic’ are cognitive dysfunctions. On the contrary, it seems necessary to consider that the devaluation of the most technical aspects of learning by reading experts has led to the denial of the real difficulties of that learning. In short, the boundary between children suffering from a reading pathology and the others is primarily a matter of social construction and sharing of areas of intervention between education (teachers) and rehabilitation professionals (orthophonists). Based on a survey of parents of dyslexic children, this book shows that learning difficulties are always related to students’ cognitive impairments, who are thus stigmatised in school. Therefore, the use of the dyslexia category becomes a paradoxical resource for parents, allowing them to escape stigmatisation and pedagogical abandonment of the school system.