The purpose of this study was to measure how learning disabled (LD) children perceive reading and libraries. No similar studies were found during the literature search undertaken for this project. Twenty-three fourth and fifth grade students identified as learning disabled by their school system were interviewed to collect information on their attitudes toward libraries and reading. The children answered questions about the kinds of library programs they participated in, the kinds of materials checked out, family reading habits, types of reading material they enjoyed, and their perceptions of their own reading abilities. Some questions were presented in a multiple choice format; others were open ended. Data were tabulated according to groups--boys, girls, LD classroom students, and students receiving tutoring. The study found that most of the students had very positive attitudes toward the public library, although only about one third of them said they go the library on a regular basis. The girls had higher average reading attitude scores and library attitude scores than the boys. The girls were read to more often than the boys and attended more library programs. The children who did not think that they read as well as their peers did not enjoy reading less. Children with higher reading attitude scores were also more likely to have parents who were both frequent readers. Eight data display tables, a sample parent letter and questionnaire, a checklist of learning disability warning signs, and a list of what children like and dislike about the public library are appended. (Contains 33 references.) (KRN)