Abstract
ABSTRACT The assessment of preschool children who are at risk for having specific language/learning disorders when they enter school is a complex undertaking which must involve examining a wide variety of developmental processes. In addition to a thorough medical, developmental and academic history, the clinician should obtain data regarding perceptual‐motor functioning, language and cognitive development, nominal recall, cerebral dominance and directionality, sequential memory, and the integrity of basic sensory modalities. Although the diagnosis of potential learning disorders in preschool children 1s difficult because of the variability in developmental rate of young children, a systematic evaluation of the developmental functions which are classically associated with learning disabilities allows the psychologist to make a responsible and generally accurate statement of the child's current functioning and future potential
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