1.

**Shift from Environmental to Neurophysiological Factors:** In the 1960s, there was a shift in the
understanding of reading disabilities. Rather than primarily attributing these difficulties to
environmental factors such as a lack of stimulating home environments or inadequate schooling,
researchers began to emphasize neurophysiological and neuropsychological factors as the primary
causes. This meant that a child with reading problems, even if they were intelligent or had poor
schooling, might still be considered to have a learning disability if the root cause was related to
neurological or cognitive factors.

2. **Impact of Teacher Quality:** Research indicated that the quality of teaching had a significant
impact on children with reading and learning disabilities. When competent teachers were involved,
the percentage of students experiencing failure was lower compared to when less effective teachers
were teaching them. This suggests that the teacher's ability and teaching methods played a crucial
role in the success or failure of children with learning difficulties. In essence, a child could have a
learning disability with one teacher but not with another.

3. **Emphasis on Good Teaching:** The passage emphasizes that good teaching is one of the most
effective ways to help children with reading and learning disabilities. Direct instruction in academic
skills like reading, spelling, and writing was found to be more effective than training focused on
underlying psychological factors like visual or auditory perception. It highlights the role of the
classroom teacher in recognizing problems early and either providing support or collaborating with
specialized remedial teachers to address these issues.

4. **Prevention and Treatment:** Early diagnosis and intervention were seen as crucial for children
with reading disabilities. The passage suggests that if children receive help early on, they have a better
chance to catch up with their peers. It also emphasizes the collaborative effort between regular
classroom teachers and specialized remedial teachers in preventing and treating these disabilities.

In summary, the passage underscores the importance of recognizing the role of neurophysiological
factors in learning disabilities, the significant impact of teacher quality on a student's success, and the
value of good teaching in both prevention and treatment of reading and learning disabilities. It also
highlights the need for early intervention to support children with these challenges.