In the first article, a discussion is given of proficiency, procedures and materials for performance evaluation, instructional placement, and effective teaching tactics for two areas of instruction--word pronunciation and reading comprehension. A measurement focus rather than a method focus toward teaching is emphasized. The second article considers six types of academic data useful in the identification process (present level of functioning, expectancy level, rate of learning, specific learning difficulties, level of motivation, and previously attempted academic interventions); and reviews eight types of data collection (including norm and criterion referenced tests, observation, and record review). A methodology for synthesizing diagnostic information is offered, and charts on assessment measures and observable characteristics indicative of possible learning disability are appended. (SBH)