This research review examines the effects of instructional variables on the learning of handicapped and nonhandicapped individuals. The research review begins with an historical look at learning disabilities research. An overall analysis of the differential effects of instructional variables on learning-disabled and nonhandicapped individuals concludes that learning-disabled children, when taught by traditional instructional methods, frequently encounter problems in motivation, overloading, poor selective attention, interference with new and old learning, and transfer. Significant instructional variables are then singled out for examination; these include reinforcement; mastery; practice; focused attention, modeling, and informative feedback; and teaching of learning strategies. Other characteristics of the instructional program are also discussed, such as overloading, interference, transfer of learning, and the importance of prerequisite skills in learning hierarchies. (JDD)