It is characteristic throughout of educational psychology, that much more is known concerning the unable than is known concerning the able. The welfare of the strong is neglected by science and by education. It follows that the bibliographies dealing with the deficient, the sick, and the erring are very long, while those dealing with the gifted, the extremely healthy, and the unusually upright are very brief. Modern society gives a very disproportionate amount of time, money, and sympathy to its least profitable members. The few cases of extreme special forwardness in reading, which are available for reference, are of children who were probably of very high IQ. Most of them were avowedly so. Terman has supplied numerous instances of children who learned to read in the third or fourth year of life, all of them of more than 130 IQ. Francis Galton, who could read fluently when he was 4 years old, was probably of IQ near 200, as has been gleaned from other biographical evidence. Ability to read is in such cases not special. In 1910, the case of Otto Pöhler was reported. He was a child in Braunschweig, who could read German and Latin at the age of 1 year and 9 months, and also could read German numerals. The subsequent history of this infant shows that at the age of 15 years, he was an _Obersekunder_ in the _gymnasium_, and that at 17, he was within one and a half years of the University. It is certain, therefore, that general intelligence was superior, but the degree of superiority cannot be guessed, except within wide limits. It seems probable that the ability to read was somewhat special, in the sense that it exceeded the expectations from IQ. In order to read fluently before the second birthday, a child’s IQ would have to approach 300, to coincide with expectations. From what we know at present of the limits of IQ, it would be impossible for any child to stand at 300 IQ. The case of Otto Pöhler is, therefore, probably one of especially great ability to read, in a child of generally superior endowment. A similar case is that of Martha, communicated anonymously by her father, through Terman. Martha was seen by Terman at the age of 2 years, when she read fluently from an ordinary primer. The method and amount of instruction which led to this astonishing result, are set forth in the account. Expectation from reading ability alone would place Martha’s IQ at something near 300, for she read what a typical child of 6 years can read. Later Terman tested the general intelligence of this child, and obtained a rating of 150 IQ. Thus Martha’s phenomenal ability to read must be considered special, in the sense that IQ fell far short of expectation therefrom.