In experiments on individual differences in learning, knowledge prerequisites and learning strategies have been shown to be important factors. The author questions whether learning optimization should rely on direct measures from outside the learner or should elucidate and strengthen the individual's capacity for learning decisions. He proposes to…

Argues that factors such as content, style, vocabulary, pattern structure, and language differences affect beginning reading achievement particularly for disadvantaged children who need materials devised especially for their circumstances. (MD)