The objectives of the study were: (1) To find out the specific difficulties in the reading process of learning disabled and normal children. (2) To compare the specific difficulties in the reading process of learning disabled and normal children. (3) To find out the errors while reading by learning disabled and normal children. (4) To compare the errors while reading by learning disabled and normal children. (5) To find out the rate of reading by learning disabled and normal children. (6) To compare the rate of reading by learning disabled and normal children. (7) To find out the level of development of various components of reading by learning disabled and normal children. (8) To compare the level of various components of reading by learning disabled and normal children. (9) To compare the effectiveness of remedial reading program on learning disabled and normal children.

The hypotheses were: (1) There is no significant difference in the reading process of learning disabled and normal children. (2) There is no significant difference in the errors committed while reading by learning disabled and normal children. (3) There is no significant difference in the rate of reading by learning disabled and normal children. (4) There is no significant difference in the level of development of various components of reading between learning disabled and normal children. (5) There is no significant difference in the effectiveness of the remedial reading program for learning disabled and normal children.

58 learning disabled and 60 normal children of lower primary from Delhi were selected as a sample by multistage sampling.

The Remedial Reading Program developed by the researcher was the treatment. Draw– a-man test by Pathak, Achievement Test in Hindi and Mathematics, Teacher made rating scale and Reading test of Hindi language were developed by researcher for data collection.

Pretest - posttest experimental control design was used in research. The duration of treatment was three months.

Capability Ratio was used for data analysis.

Findings of the study were: (1) Experimental group is significantly better than control group. (2) The difference in the control group is not significant where both learning disabled and normal children did not improve as much in traditional teaching. (3) There was improvement in performance of learning disabled children and normal in the posttest as the number of errors decreased but the difference in the control group is not significant where both learning disabled and normal children did not improve as much in tradition teaching. (4) Remedial reading program for normal group was more effective than learning disabled group. (5) The experimental group is significantly better than control separately in the rate of reading and various components of reading. (6) Normal group improved significantly more with intervention in the form of remedial reading program, though the difference in the effectiveness was significant for both learning disabled and normal children.