Early identification of students with potential learning problems is of interest to many educators due to the importance of intervening with appropriate educational strategies before a child has experienced actual school failure. Prediction of potential learning problems has been the subject of a number of early identification studies (Adelman & Feshbach, 1971; Barrett, 1965; Brown, 1976; Glazzard, 1977; Satz & Friel, 1974). Thus, some investigators (Rubin, Balow, Dorle, & Rosen, 1978; White & Jacobs, 1979) investigated preschool measures to predict later academic achievement. While the results were significant, many false positive subjects were also identified (Rubin et al., 1978). Consequently, caution must be used when making individual predictions regarding which preschool children will later experience serious academic skill difficulty. Other researchers (Rie, Rie, & Henderson, 1978) have used behavior rating scales to determine objectively the presence or absence of certain behavior characteristics considered by teachers and parents to be intrusive and potentially disruptive of learning. Many researchers (Brown, 1976; Buttram, Covert, & Hayes, 1976; Schmidt, Sabatino, & Foster, 1975) view reading readiness or perceptual tests as effective in the identification of young children who may experience achievement problems in early elementary grades. The emphasis on early recognition of children with potential school learning problems places extra responsibility on classroom teachers in kindergarten and the primary grades, since they are being asked to identify problems before these are well developed (Keogh & Becker, 1973). The majority of early identification studies contain evidence that teachers are accurate predictors of students' future success and problems. Thus, Keogh, Tchir, and Windeguth-Behn (1974) stated, Teachers' observations of children's performance in classroom settings may provide school psychologists with insight into children's learning styles, problem solving strategies, and behaviors which facilitate or interfere with success on school tasks (p. 49). Becker and Snider (1979) reported that a child's constant contact with the teacher throughout the day makes the teacher an important source of information regarding educational risk. Their data supported the use of teacher ratings as part of an early screening program for learning disabilities since teacher descriptions of children at the end of kindergarten and first grade were shown to be predictive of future special-class placement. Several long-range prediction studies (Glazzard, 1979; Lilenfield, 1975; Meyers, Attwell, & Orpet, 1968; Ryan & French, 1974) have evaluated the results of early prediction three to six years later. Lilenfield (1 ) found that