Due to lack of consistency among diagnosis practices of students with specific learning disabilities (SLDs) in the state of Texas, as well as other legal matters regarding diagnoses of SLD, there is a divide among eligibility criteria for students around the state. Currently, the three models that have received the most attention of SLD identification in Texas are the dual discrepancy/consistency, cross-battery assessment, and the new core-selective evaluation process models. Because of the lack of agreement among the Texas researchers and experts in the areas of SLD, a growing divide in eligibility criteria is becoming increasingly apparent. This study aims to gain a better understanding as to what researchers report on the current state of evaluations and how that affects identification rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]