The author believes that when competent teachers are made aware of the individual differences that exist between children, they can, and will, individualize their approach to children. The intent of this book is to aid teachers in developing diagnostic-teaching skills in the service of this belief. Diagnostic teaching is seen as harmonizing the messages of the teacher and the demands made upon the child with the child's powers at the moment. The book describes individual differences which significantly affect the learner's effectiveness in a learning situation, outlines ways in which the teacher can assess these significant individual differences, and suggests ways in which the curriculum can be harmonized with these individual differences so as to maximize the learner's effectiveness. The chapters discuss learning styles (rigid-inhibited, undisciplined, acceptance-anxious, and creative) specific learning skills (attention, motor visual-receptive, auditory-receptive, conceptual, and automatic), the development of effective styles and skills, and teacher attitudes and beliefs. (BP)