This study was conducted in order to develop and evaluate a systematic screening method which could be used by counselors and school psychologists in the identification of first graders showing characteristics generally associated with learning disabilities. The study was conducted within three Title I schools in a large sourthern metropolitan school system and the method, believed appropriate for culturally different first graders, is generalizeable to other populations. The research was based upon a sample of 70 children, including 40 subjects who produced positive screening results. The screening battery composed of the Metropolitan Readiness Test, the Slosson Drawing Coordination Test, and the Wepman Auditory Discrimination Test was administered by teachers and school counselors. Test results were interpreted in terms of cut-off points and a hypothetical "diagnostic" profile. After eliminating metnally retardate suspects, 40 "diagnostic" subjects were identified. All subjects screening positive, together with a comparison group of 30 subjects drawn randomly from the original population, were further evaluated with the Wechsler Intelligence Scale for Children and Frostig. In addition, the classroom teachers rated each subject on a rating scale specially designed to reflect classroom performance factors believed to be characteristics of learning disabilities. Alpha and beta error analysis between the three sources of data showed total errors ranging between 14 and 18 percent. Analysis of variance indicated significant differences between 18 of the 28 major variables in the study. (Author/JM)