A Report of Cognitive, Academic, and Linguistic Profiles for College Students With and Without Learning Disabilities

Mary Morris · Janice Leuenberger

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Developmental and Educational Neuropsychology Reading and Literacy Development Disability Education and Employment

Abstract

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 speaking. 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.

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References

1986Learning Disabilities Theory 1981Wechsler Adult Intelligence Score Patterns for Learning Disabled Young Adults 1986A Comprehensive Study Of Learning Disabled Adults 1986Levels and Patterns of Intellectual Functioning Among LD College Students: Clinical and Educational Implications 1988Woodcock-Johnson Psycho-Educational Test Battery Profiles: A Comparative Study of College Freshmen With and Without Learning Disabilities 1986Intellectual, Academic and Neuropsychological Performance Levels in Learning Disabled Adults

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2009Reading Disabilities in Adults: A Selective Meta-Analysis of the Literature 1991Identifying Native Language Difficulties Among Foreign Language Learners in College: A "Foreign" Language Learning Disability?2009College Students With Learning Disability Diagnoses 1996Validity of General Outcome Measures for Predicting Secondary Students' Performance on Content-Area Tasks 1992Test Comparisons among Students Identified as High-Risk, Low-Risk, and Learning Disabled in High School Foreign Language Courses 1991Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students: Explicit teaching of phonology in a second language

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