Offered for teachers who are overwhelmed by the task of selecting specific details from referral information for application with the learning disabled child is an analysis of prescriptive teaching for early childhood. Prescriptive teaching is described in terms of utilizing diagnostic information by modifying the educational program and indicating what is educationally relevant to the child's disability and learning modality. Discussed are: (1) the rationale for use of the technique; (2) structuring, which is based on the diagnostic formula and behavior patterning of the child; and (3) the reporting of diagnostic findings, involving only findings that have educational relevance. The teacher who uses prescriptive teaching is described to be a diagnostician who needs to be sensitive to the learning process for detecting factors of attention span, pace of learning, and style of learning. The technique is recommended as a system of teaching which brings about improvement in the therapeutic area and, with time, improves performance of the learner. (MC)