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College students with documented learning disabilities (N=292; 172 male and 120 female) participated in this study, which was designed to investigate the interaction of gender and ability on cognitive, language and achievement variables. A cluster analysis was first conducted, resulting in three clearly defined ability groups (low, average, and high). A series of multiple analyses of variance (MANOVA) were then used to evaluate group and gender differences at the construct level using a crystallized/fluid model of ability. Finally, 2-way analyses of variance (ANOVA) were examined for each measure included in the current study. Not surprisingly, the majority of measures were strongly related to general cognitive ability. Gender differences were found only for general short-term memory on one cognitive measure and the visual-processing construct. Discussion of the impact of this for evaluation and service is reviewed
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