Current research and theory emphasize the importance of the construct of planning. Evidence is reviewed regarding the role of planning skills in cognition and in particular in learning disabilities. The results of a study are presented in which a battery of planning tests was administered to 121 normal fifth-grade children. These results indicate that the domain of planning skills is more complex than previously thought. Four planning factors are identified: Selective Attention, Rehearsal, Clustering, and Metacognition. The Selective Attention factor is shown to be particularly important in relation to mathematics achievement. A model of the planning domain is presented and the role of selective attention elaborated. Implications are discussed regarding future research and the diagnosis and remediation of learning disabilities.
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