Sources of variability in identification of children for learning disabilities include teacher bias, peer tolerance, socioeconomic status, and assessment variability. Implications of these variables for research design and sampling are noted. (CL)

The article reviews the origins of the intelligence testing movement in the U.S., discusses the difficulties inherent in measuring intelligence, and considers alternatives to current LD identification procedures. (CL)

Several criteria are proposed for determining and communicating screening results. These criteria provide a context for judging prediction accuracy. It is argued that accuracy of prediction is of little value and cannot be considered sufficient unless the predictions lead to better educational opportunities for the students about whom they are…

The paper explores several issues which effect the accurate assessment of language and reading disorders and, thus, of discrepancy between expected potential and actual achievement. For related information see EC 132 758-768. (Author)

The article reviews the literature on the quantification of achievement-aptitude differences in learning disabled students, outlines and discusses criteria for new and more adequate procedures, and presents step-by-step procedures that can be routinely followed. (Author/DLS)

Focus is on a conceptualization of initial assessment and consultation, the problem-solving paradigm as a framework for guiding this activity, and a description of procedures and initial data from a demonstration program. (Author/DLS)

Aspects considered include cognitive and social development, the preschool prediction of learning disabilities, patterns of environmental processes in learning disabilities and mental retardation, environmental disadvantages, and biological determinants. (Author/DLS)