The Research Institute for the Study of Learning Disabilities, established at Teachers College, Columbia University, was guided by the postulation that academic failure experienced by learning-disabled children results from interaction between the way they process information and the information processing demands of the instructional methods employed in their classrooms. Institute goals were to investigate the nature of these information processing deficits, to develop effective instruction for learning-disabled children, and to develop measures based on performance on standardized learning tasks which contribute to an operational definition of learning disabilities. Two approaches were taken toward achievement of the goals: manipulating instruction to circumvent information processing deficits, and teaching learning-disabled children more efficient and effective information-processing strategies. Principal areas of investigation were deliberate memory and study skills, arithmetic, basic reading and spelling, reading comprehension, interaction of characteristics of the text and the reader, and semantic reading and schema application in reading comprehension. Results of the research have been presented in technical reports, journal articles, teachers' manuals, lesson plans, and instructional units. Publications include manuals for teaching reading, spelling, arithmetic, problem-solving, study skills, and so on. This final report of the Institute outlines its organization, major findings, problems, and dissemination activities. (JDD)