The study examined the level of formal reasoning in mathematics of 70 learning disabled (LD) and 30 nonLD students from seventh and eighth grades. A review of previous research led to the hypothesis that mathematics interventions for LD students should involve concrete or pictorial, in addition to symbolic, representations of mathematical problems. Ss were administered the Woodcock-Johnson Psycho-Educational Battery and the Classroom Test of Formal Reasoning. Results suggested that LD junior high students are functioning at the concrete operations stage of Piaget's developmental sequence. (Author/SB)