A report of cognitive, academic, and linguistic profiles for college students with and without learning disabilities

A comparison of cognitive, academic, and linguistic profiles for 74 college students with learning disabilities and 37 college students without learning disabilities resulted in significant differences in achievement for reading, writing, listening, and speak-ing. No significant differences were found for gender or the presence of a Verbal-Performance split in cognitive ability. Instruments for measuring academic and linguistic skills were similar in their ability to classify students with and without learning disabilities. These findings support the importance of using measures of multidimensional attributes, including language, for making decisions concerning the criteria for learning disabilities. Throughout the 1980s, increased at-tention has been focused on students with learning disabilities (LD) who are attending the nation's colleges. In 1982, White, Alley, Deshler, Schumaker, War-ner, and Clark estimated that approx-imately 67 % of high schoolers wit