Research from 1970 to 1976 is reviewed to determine the present status of diagnostic prescriptive instruction for learning disabled children. It is noted that findings of previous research have failed to conclusively demonstrate the effectiveness of specific ability training; that the legitimacy of the nonsupportive conclusions have been questioned, and that research designs have been a source of controversy. The general conclusion is set forth that the literature review appears to legitimize current skepticism regarding the effectiveness of diagnostic prescriptive instruction from a psychoeducational perspective. (Author/CL)