Reading disability is a special learning disorder based on the neurophysiological of the brain. Schooling children with reading disabilities (CRD) have different ways to process language from normal children (NCRD). Our study investigated the abnormality of brain volume and shape contributing to specific reading disabilities in schooling children. We found the significant difference in brain volume and shape of the parietal, temporal lobe and limbic system between CRD and NCRD. These brain areas are associated with the core phonological processing regions.