A 'LEARNING DISABILITY' IS DEFINED AS 'A SUBSTANTIAL DEFICIENCY IN A PARTICULAR ASPECT OF ACADEMIC ACHIEVEMENT BECAUSE OF PERCEPTUAL OR PERCEPTUAL-MOTOR HANDICAPS, REGARDLESS OF ETIOLOGY OR OTHER CONTRIBUTING FACTORS.' THIS STATE-OF-THE-KNOWLEDGE REVIEW ENTAILED A THREE-TIERED APPROACH; A SURVEY OF THE EXISTING LITERATURE, RESEARCH ON CURRENT THEORETICAL DEVELOPMENTS, AND AN INVENTORY OF THE EXISTING PRACTICAL APPLICATIONS (DEMONSTRATION PROJECTS). A DISCUSSION OF THE DATA COLLECTION AND ANALYSIS PROCEDURES IS FOLLOWED BY A DETAILED EXPLANATION OF THE DEFINITION OF LEARNING DISABILITIES AND THE STATE OF THE ART IN DIAGNOSING AND TREATING THESE CONDITIONS. EVIDENCE BOTH FOR AND AGAINST THE HYPOTHESIZED LD/JD CAUSAL SEQUENCE IS ALSO EXAMINED. STUDY FINDINGS INDICATED THAT DELINQUENTS DO SEEM TO HAVE SEVERE LEARNING PROBLEMS WHICH MUST BE CONSIDERED IN THE DESIGN OF REMEDIAL PROGRAMS. HOWEVER, LITTLE SUPPORT WAS FOUND FOR THE CLAIM THAT THESE LEARNING PROBLEMS ARE THE RESULT OF LEARNING 'DISABILITIES' WHICH COULD HAVE BEEN DIAGNOSED AND TREATED EARLY IN THE CHILD'S SCHOOLING, THEREBY PREVENTING THE DELINQUENCY. THE FULL REPORT (NCJ-36635) CONTAINS EXTENSIVE SUPPLEMENTARY INFORMATION IN APPENDIXES, INCLUDING A 43-PAGE ANNOTATED BIBLIOGRAPHY OF THE EXISTING LITERATURE ON THE LD/JD LINK AND AN INVENTORY OF THE RELATED DEMONSTRATION PROJECTS SPONSORED BY LEAA. THE EXECUTIVE SUMMARY TO THIS REPORT IS NCJ-36636. (AUTHOR ABSTRACT MODIFIED)