This study analyzes the generalization abilities of children with reading disabilities by comparing the performance of such children with that of a normal control group on a conditional discrimination learning-set task. Both groups, consisting of boys aged eight to ten, participated in the Wisconsin General Test Apparatus in a form modified for human subjects. The test was administered over a nine day period. Results show that children with learning disabilities were not as adept at solving the learning-set task as was the control group. In addition, the child with learning disabilities adheres simplistically and more rigidly to a few patterns of response, while the normal child tries a complicated variety of systematic responses. The study indicates that more research on reading remediation is needed, particularly on the generalization ability of the child with reading disabilities. (MAI)