This dissertation presents a systematic review of literature published from 1861-1974 and available in English which deals with children who may be classified as learning disabled by current federal law. The purposes of the review were to trace the studies of behaviors related to learning disabilities, to identify key studies on which later investigations were based, to identify the implications of suspected etiological factors, to suggest promising areas of research, and to provide a reference document. More than 543 studies were reviewed for possible relevance; 432 were chosen for inclusion. Studies include recognized major works which provided the basis for later investigations; studies based on results of standardized testing measures and used to classify types of learning disabilities; investigations of phenomena cited by authorities as causal factors in learning disabilities, and investigations of cross-modal integration, physiological reactions during learning tasks, IQ in relation to learning disabilities, and the importance of psychological factors in learning disabilities. (Author/GW)