The review of the literature focuses on research assessing the effects of learning disabilities on a child's self-concept. After an introduction, definitions of "learning disabilities" and "self-concept" are offered. The literature on effects of learning disabilities on self-concept in elementary, middle, and high school age children is then reviewed. Self-concept and academic achievement in learning disabled children is then considered. A separate section considers treatments for increasing self-concept in learning disabled children including the following: providing information about the disability, parent training, hypnotherapy, teaching strategies, classroom strategies, and classroom placement. The research indicates that learning disabled children have lower academic and general self-concepts than nondisabled peers with a positive, consistent relationship between academic achievement and self-concept. Results of intervention efforts have shown an increase in self-concept and/or academic achievement immediately following intervention with a lack of follow-up data concerning enduring effects. Studies also indicated the optimal placement for learning disabled children to be in the mainstream with adequate special supports; and that children and parents need to have the etiology, clinical manifestations, and possible sequela of learning disabilities explained to them upon diagnosis. (DB)