Screening batteries for the identification of learning disabled children in grades one and three were validated for a pooled group of students from an urban, a suburban, and a rural school. Predictor batteries of individually administered instruments were able to classify students into low achievers and others on several criterion variables (intelligence, reading and mathematics ability, language ability, development, information processing) using any of several definitions of low achievement. Discriminant analyses were able to reduce the predictor batteries to three or fewer instruments in several analyses. Analyses of variance and covariance confirmed the effectiveness of the selection process. Prevention and early intervention of learning disabilities may be facilitated. (Author/MJB)