Addressed are theoretical issues involved in implementing a full-service learning disabilities/remedial reading resource program for grades 4 to 8. Topics considered include distinctions between various types of resource rooms, principles of reorganizing school services to provide a full services resource program (including implications for staff responsibility), the middle school program as one part of a service beginning in kindergarten, a language approach to learning problems, the process of transdisciplinary staff reorganization and the role of the administration in this process, and the destructive impact of Public Law 94-142 on this type of program. (CL)