Compared were the characteristics of 60 learning disabled (LD) and 60 normal children (all between 8- and 11-years-old) participating in the Georgia Reading Research Program. The target group consisted of LD children who showed deficits in the psychological process of ordering/sequencing; while the LD reference group were average or above average in ordering/sequencing abilities. Instruments used to assess these deficits were the Wechsler Intelligence Scale for Children Sequencing Triad and the Wide Range Achievement Spelling Test. Other differences between the two groups were that the target group had instructional reading levels one or more years below their expected grade placement levels and were enrolled in special classes; while the LD reference children were enrolled in regular classes and were reading within six months of expected grade level. The program was to focus on an evaluation of specific curriculum treatments designed to facilitate reading achievement. (Author/DB)