Points out that poor readers may exhibit behavioral, cognitive, and emotional problems. Offers a problem-solving framework for intervention in poor readers' nonacademic problems, and describes several possible types of intervention. (ARH)

Describes a simulated grouping exercise, carried out at a learning-disability conference in Texas, which revealed that grouping practices in 1985 may be flexible enough to allow teachers to select students, teaching techniques, and instructional materials. (MB)

Presents a checklist that was created so that parents, teachers, and others could obtain from vision specialists information necessary to ameliorate learning conditions efficiently. (FL)