This case study examines the process of learning to read and write in a first-grade boy for whom difficulties in literacy acquisition were predicted from a battery of tests commonly used to identify learning disabilities (LD). Data included: (1) test scores from the school psychologist, speech therapist, audiologist, and from standardized school tests; (2) samples of school reading and writing tasks; (3) samples of writing and reading attempts done outside of school; (4) samples of talk about reading and writing and the nature of written language by the child; and (5) observation of developing school instruction. Results indicated no relationship between the test results and the child's processes and success in learning to read and write. The paper discusses the limited view of literacy acquisition reflected in the LD test battery as contributing to its inability to predict success for this child and suggests an approach to diagnosis which accounts for prior experience with written language. (Author/DB)