The evidence presented in this paper suggests that deficits in selective skills are primary factors in learning disabilities, and that aptitude/treatment interaction models may be useful in devising teaching methods for the reading instruction of learning disabled children. After reviewing various approaches to teaching reading to learning disabled children, a new approach is proposed that combines task-analytic programing, applied behavioral analysis, and selective attention to certain skills. Task analysis discloses the fact that certain skills must be taught, most often correct phoneme responses to graphemes, responding in correct sequences, and blending separate sound units into one word; task analysis also reveals, however, that not all skills commonly included in conventional teaching programs are essential to problem learners. The paper concludes that more than ever and especially for the learning disabled, teachers need to carefully match the type of instruction to the needs of the individual learner. (Discussion following presentation of the paper is included.) (RL)