The need for effective screening methods for the early identification of children with learning difficulties is a governing area of concern in special education. In this issue Pope, Lehrer, and Stevens describe the efficacy of a multiphasic reading screening battery identifying high- and low-risk groups after a period of five years. Lewis reviews the practicality and effectiveness of a screening procedure used in one Infants School in England. Finally, Pihl and Nagy evaluate the validity and reliability of the Myklebust Pupil Rating Scale. — D.A.S.
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