The so-called disabled learner is probably afflicted with subtle disorders of the central nervous system. These disorders affect the child's ability to cope with the information-processing requirements of school tasks, such as reading and spelling. Diagnosing and remediating these disorders will require laboratory testing methods far more delicate and controlled than those characterizing standardized test batteries. The most we can now offer learning-disabled children

is extensive tutoring and drill, thereby maximizing the likelihood that their own brains will forge new ways around the disabilities.