Identifying learning problems at an early age: A critical appraisal

Currently, screening procedures for learning problems are much in demand, especially those for identifying problems at an early age. This brief, critical review discusses major models underlying such assessment activity, highlights recent findings, and underscores key methodological problems. In particular, the serious limitations of prevailing models and available procedures are stressed. The value of screening procedures based on an interactional model and of viewing program improvement as a first step in screening are highlighted as alternative directions for research.