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Sa ciljem da se bliže ispita upotrebljivost standardnih kriterijuma za detekciju dece sa specifičnim smetnjama učenja (SSU) u samoj osnovnoj skoli, izdvojen je prigodni uzorak od 60 učenika starosti 8-14 godina iz pet beogradskih osnovnih škola, za koji smo primenili a) kriterijum diskrepance između opšte sposobnosti i postignuća u ovladavanju osnovnim školskim veštinama, b) kriterijum disharmoničnosti profila sposobnosti i c) pomoćne indikatore za poremećaj kakve tipično ekstrahujemo iz razvojnih podataka i ponašanja deteta. Sva deca su ispitana REVISKom, dok su relevantni podaci vezani za razvoj i ponašanje dobijeni od roditelja i nastavnika upitnikom posebno formiranim za ovo istraživanje. Posebnan upitnik za nastavnike korišćen je u svrhu preciznijeg određivanja detinjih teškoća u savladavanju čitanja, pisanja i računanja. U celini, pristup je pokazao dobar potencijal za detekciju dece sa SSU, kao i sposobnost adekvatnog razdvajanja SSU od manje specifičnih neurorazvojnih smetnji koje utiču na postignuće u školi. Među različitim kategorijama relevantnih varijabli u ovom postupku, posebno je potvrđen značaj korišćenja standardizovanih formalnih instrumenata za procenu opšte sposobnosti, bez obzira na njihova potencijalna ograničenja. Istovremeno, rezultati jasno pokazuju da standardni oslonac na kriterijumu diskrepance uslovljava bitno zakašnjenje u otkrivanju SSU, te da je čitav postupak neophodno ‘pomeriti’ u okvire predškolskog obrazovanja. Dodatno zabrinjava podatak da su detekcija razvojnog problema i uključivanje deteta i porodice u odgovarajuće programe tretmana i psihosocijalne podrške pre ulaska u ovo istraživanje izvedeni za manje od polovine učesnika naše studije kojima je to bilo potrebno. The present study has investigated the utility of several conventional criteria in identifying specific learning disabilities (SLD) among children with school underachievement: a). ability - achievement discrepancy; b). discrepancies in cognitive performance; and c). supplementary indicators for the disorder extracted from child’s behavior and developmental data. A purposive sample of 62 children 8-14 yrs satisfying exclusion criteria for LD from five Belgrade elementary schools was selected by their teachers. REVISK was applied in assessment of participant’s general ability and cognitive profile, while relevant developmental and behavioral data were collected by use of two questionnaires (for parents and teachers) designed for the purpose of the study. Since there are no generally accepted local instruments for evaluation of student’s performance in reading, writing or mathematic, an additional instrument for teachers was created, estimating children’s accomplishment in terms of the grade-level it corresponded to. In general, the approach has revealed a good potential in isolating children with SLD, as well as the capacity to separate them from students with less specific neurodevelopmental disturbances influencing low school achievement. Among diverse categories of relevant variables applied, those derived from the standardized test of general intelligence appeared to be irreplaceable in identification of SLD, even accounting for all potential limitations imposed by their use. However, the results clearly demonstrate that relying to ability - achievement discrepancy leads to significant delay in detection of SLD, while the timely intervention should be involved since school entrance. Further concern was raised by finding that in more than half of our participants in need for intervention neither identifying LD nor any form of additional support was provided prior to their entering this study.