This study was undertaken to determine whether normal children's descriptions, explanations, and ideas about the treatment and prognosis of learning disabilities change with age. Participating were 120 middle-class children of average intelligence, equally representing both sexes, and each age from 7 through 12 years. Subjects, individually interviewed, completed an open-ended questionnaire. For each dimension (i.e., descriptions, explanations, treatment, and prognosis) children's responses were scored according to a category system of hierarchically ordered levels of reasoning. Results indicated that age-related changes characterize each dimension. With increasing age, children's descriptions and explanations, as well as their ideas about the treatment and prognosis of learning disability, change from being undifferentiated, incomplete, and inaccurate to being more differentiated, complete, and accurate. (MP)