The authors review the last decade of their research on learning disabilities and conclude that knowledge x process x context is the most useful way to think about children's cognitive difficulties. According to this framework, learning disabilities is seen as a result of the interplay between a poorly elaborated knowledge base (especially in language-related domains), the biologically determined efficiencies of various microlevel processes such as encoding, and the physical and social meaning attached to performance (i.e, the context). It is suggested that this framework helps explain instances of asymmetry wherein children with learning disabilities deploy a cognitive process more or less efficiently, depending on the material and task demands. It also raises several interesting questions about the presumed "specificity" of the impairment underlying learning disablement and the possibility that these children may not differ qualitatively from nonimpaired peers, only quantitatively.