The author presents a task analysis model for interpreting diagnostic test performance and for planning a remedial program for learning disabled students. A survey of evaluation instruments is given for eight skill areas, including oral expression, listening comprehension, and basic reading skills. A case study illustrates the approach. (CL)

The learning disabled child needs understanding, structure, and assimilation to develop his potential. (DB)

Reviewed are studies which support direct training of reading skills, with a focus on behavior modification techniques, for use with all categories of exceptional children. (SBH)