Presented in this paper are findings from research and clinical work conducted over the past seven years that support the following conclusions: "Labels are Useless," which discusses the research in relation to using labels to identify children and concludes that the issue is not the accuracy of the labels--a label is as accurate as its definition makes it--but the issue is implication; "Behaviors, Not Constructs Are Real," which contends that what teachers really see are behaviors, and what really matters to the teacher are these observed behaviors; "EBD (Etiology Be Damned)," which is based on the idea that the etiology of a child's learning problem is usually irrelevant to teaching him to read; "Laws of Learning Are More Effective Than Theories of Development," which is based on the premise that all people, learning disabled or not, are subject to certain universal laws of learning that deal with stimulus control, schedules of reinforcement, latency of response times, and so forth; and "Theories Are Not Designed for Clinicians," which contends that one of the most destructive practices in remedial education is the application of basic developmental theory to techniques of teaching. (WR)