The implications of Soviet psychoeducational research on learning disabilities (LD) and its relevance to American research and practice are discussed. The first section provides an overview of the general perspective of Soviet special education, with particular reference to LD and its relationship to Soviet psychology and philosophy. The second section presents a review of published experiemental psychological research with LD children in the following areas: visual/auditory perception, attention, memory, and cognitive function. The final section draws implications for American work including the recommendation that American research ought to focus on constructing an adequate general theory of the integrated system of psychological processes underlying knowledge acquisition. (Author/PHR)