The extent to which identification as learning disabled is a function of the definition used and the extent to which different classifications would result from use of different definitions were examined in a study involving 51 students (6 to 12 years old) referred for psychological evaluation as a result of academic difficulties. The school identification decisions, resulting in 24 children labeled as learning disabled (LD) were based on application of a severe discrepancy on the Woodcock-Johnson Psycho-Educational Battery. These decisions did not correlate with decisions based on application of the Federal definitions which indicate that the LD must be severe. (Author/CL)