“…Conversely, there is a growing body of research suggesting that PSW models do not result in reliable or valid SLD identification decisions (e.g., Kranzler et al, ; Miciak, Fletcher, Stuebing, Vaughn, & Tolar, ; Miciak, Taylor, Denton, & Fletcher, ; Stuebing et al, ; Taylor, Miciak, Fletcher, & Francis, ). PSW models have not demonstrated treatment validity and lack evidence supporting their ability to predict student responsiveness to intervention (Miciak et al, ). Moreover, although there is some evidence that cognitive processing deficits improve with training (Kavale & Forness, ; Kearns & Fuchs, ), such cognitive processing training has not been shown to meaningfully transfer to academic achievement skills (Burns et al, ; Kearns & Fuchs, ; Melby‐Lurvag & Hume, ).…”