Six studies in laboratory and classroom settings investigated the diagnostic and remedial performance of 66 reading and learning disabled specialists and classroom teachers. Ss were asked to diagnose simulated cases of either reading or learning disability and suggest an initial remediation plan. Two related findings were revealed across all studies. First, commonality (the extent to which clinicians made the same statements about a case) was very low; most statements in the written diagnoses and remediations for a given case were mentioned only once. Only 3% of the statements were mentioned in half or more of the diagnoses for the same case. Second, individual agreement (between two clinicians on the same case and one clinician at two different times for the same case) was also very low. Mean diagnostic agreement between two clinicians remained close to zero across all studies. Mean diagnostic agreement results for a single clinician on a case across time showed that only 20 percent of the statements were agreed upon both times by the same person. Additionally, analysis of diagnostic and remedial process in three of the studies revealed wide variability in total time taken to collect case information (cues) and in number of cues collected. Neither were significantly correlated with agreement. (Author/CL)