An interactional view of the factors of school success or failure is presented which encompasses the student's strengths, weaknesses, and limitations on the one hand and specific classroom situational factors on the other. The child's success in the classroom is seen as dependent upon the congruity of his characteristics and the characteristics of the classroom in which he is required to perform. Therefore, the ability of the teacher to personalize instruction may be the most important single factor in preventing or mitigating learning difficulties for a number of students. It is suggested that children who have been labeled as learning disabled may be placed in either of three groups: children with major disorders which interfere with learning, children who are adversely affected by the particular classroom situation, and children with minor disorders who have sufficient compensatory powers to cope with their problems under appropriate circumstances. A set of sequential and hierarchical teaching strategies is outlined involving a two-step process by which teachers can identify and attempt to meet the remedial needs of children in each of these groups. Finally, the roles played by specialized teaching techniques and materials in correcting such learning problems are analyzed. (Author/DH)