This paper describes how some children with learning problems feel about themselves; points out some possible witches' tales regarding understanding and communication with such children; and discusses some clinical opinions that have been developed at the Child Center, Kentfield, regarding these children. The contents of the paper include: a discussion of the lack of generally agreed-upon data concerning the cause of reading problems; a look at some of the possible pitfalls for the physician who works with children who have reading problems; a discussion of factors that tend to make the low-imagery child feel dumb and inadequate; a discussion of data from the Child Center that suggest some ways to help the low-imagery child learn; and a look at the use of input via tactile, vibration, and motor pathways to help children with reversal problems. (WR)