An exploration of specific deficits of learning disabled children, especially in the auditory system, is presented in this paper. Disorders of attention, perception, phonemic and visual discrimination, memory, and symbolization and conceptualization are considered. The paper develops several questions for teachers of learning disabled children to consider when developing programs of reading instruction: (1) What is the nature of the input stimulation? (2) What is the expected response from the child? (3) What is the nature of the vocabulary? (4) What is the nature of the sentence structure, and is it comparable to the child's language? (5) Is the material in keeping with the child's level of experience and interest? and (6) Will the teaching method require deductive or inductive thought processes (are the reading rules learned explicitly or implicitly)? Other factors to be considered include specific aspects of the reading materials (size or print, amount of material on the page, story length, and nature of the pictures/illustrations), level of intelligence, language, and experience. Discussion following presentation of the paper is included. (RL)