Introduction. -The BREV battery (Battery for rapid evaluation of cognitive fu nctions) is a tool which can be used for the rapid neuropsychological evaluation of children aged between 4 and 9 years. Objectives. -After standardization (70 0 unaffected children) and validation by comparison with a reference battery (20 2 children with epilepsy), the aim of this study was further validation in 173 children with learning disorders. Population and methods. -The study protocol in cluded administration of the BREV, precise neuropsychological examination and ev aluation of oral and written language. Statistical analysis was used to compare the findings of the BREV with those of the reference method, and the recommendat ions indicated by the BREV with the final diagnoses, and to define the sensitivi ty and the specificity of the BREV battery. Results. -All the correlations betw een BREV tests and reference tests were significant. Recommendations after the B REV were in agreement with the conclusions of the reference evaluation in 168/17 2 children for language, 145/173 for the psychometric evaluation. For only 4 chi dren, the results of the BREV were false negative. Diagnoses corresponded in 168 /173 children for oral language, in 102/110 for written language, 166/173 for pr axis disorders and 157/173 for intellectual deficit. The most predictive subtest s of the BREV and sensitivity and specificity of verbal and nonverbal scores wer e calculated. Conclusion. -The BREV is a reliable examination, in learning diso rders, to determine the most complementary investigations both in terms of langu age disorders and for non-verbal or global learning disabilities. Introduction. -The BREV battery (Battery for rapid evaluation of cognitive fuctions) is a tool which can be used for the rapid neuropsychological evaluation of children aged between 4 and 9 years. Objectives. -After standardization (70 0 unaffected children) and validation the aim of this study was further verified in 173 children with learning disorders. Population and methods. -The study protocol in cluded administration of the BREV, precise neuropsychological examination and ev aluation of oral and written language. Statistical analysis was used to compare the findings of the BREV with those of the reference method, and the recommendat ions indicated by the BREV with the final diagnoses, and to define the sensitivi ty and the specificity of the BREV battery . Results. -All the correlations betwen BREV tests and reference tests were significant. Recommendations after the B REV were in agreement with the conclu sions of the reference evaluation in 168/17 2 children for language, 145/173 for the psychometric evaluation. For only 4 chi dren, the results of the BREV were false negative. Diagnoses corresponded in 168/173 children for oral language, in 102 / 110 for written language, 166/173 for pr axis disorders and 157/173 for intellectual deficit. The most predictive subtest s of the BREV and sensitivity and specificity of verbal and nonverbal scores wer e calculated. Conclusion. -The BREV is a reliable examination, in learning diso rders, to determine the most complementary investigations both in terms of langu age disorders and for non-verbal or global learning disabilities.