Learning disabled (n = 17) and normal boys (n = 32) from grades 3, 5, and 6 were given laboratory tasks of attention. The tasks were visual and included signal detection and letter classification with and without distraction. The dependent measures on the laboratory tasks were accuracy and response latency. Findings indicated no difference between learning disabled students and normal students on the tasks, no difference in sustained attention, and no evidence of a developmental lag. The no-difference findings should not be viewed as the result of an insensitive design, since significant differences were found due to letter spacing and distracting stimuli, but these had equal effects on both groups. The same students were also observed for on-task behavior in the classroom. Differences in on-task behavior between the groups were not found either for academic or arts topics or for ability to sustain attention. A significant difference in attention was found in favor of special classes over regular, small groups (n < 9) over large, and teacher-directed over independent activities.
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