This study investigated the effects of the direction of print on learning-disabled students' and normal students' abilities to learn the sequence in which sentences are presented, to comprehend sentences, and to recognize relationships among sentences. Four groups of 12 learning-disabled pupils and four groups of 12 normal pupils between the ages of 8 and 11 participated. There were four treatment conditions: material printed in a traditional horizontal style from left to right; sentences printed in a horizontal style from right to left; sentences printed in a vertical style, from top to bottom; and sentences printed in a vertical style, from bottom to top. Analyses of results indicated that the direction of print did not contribute significantly to the normal or earning-disabled groups' abilities to sequence or to comprehend sentence material. The performance of the normal subjects was significantly higher than that of the learning-disabled subjects under all treatment conditions. Both groups displayed significant improvement in sequencing over trials. Performance in sequencing and comprehending sentences was enhanced when sentences were of low complexity. (Author/AA)