ABSTRACT

In their paper, “Classification of Learning Disabilities: An Evidence-Based Evaluation,” Fletcher and his colleagues propose that the federal definition of learning disabilities (LD) be changed. Specifically, they argue that little difference exists between poor readers with no demonstrated discrepancy between ability and achievement (i.e., low achieving group) and poor readers who demonstrate a discrepancy (i.e., LD group). Based on this argument, Fletcher et al. conclude that the discrepancy and exclusion components of the current federal definition be abolished and that school districts begin offering special education services to the low achieving group. The authors’ conclusions are largely based on results of research sponsored by the National Institute for Child Health and Human Development (NICHD) that focused on early reading acquisition (Fletcher, Francis, Rourke, Shaywitz, & Shaywitz, 1992; Fletcher et al., 1998; Shaywitz, Fletcher, Holahan, & Shaywitz, 1992). At present, Fletcher et al.’s arguments to radically alter the federal definition of LD and accompanying identification criteria are unpersuasive.