The paper evaluates critically recent research aimed at empirically identifying homogeneous subtypes of learning disability. The problem of heterogeneity is discussed as well as philosophical, conceptual, and methodological concerns associated with present subtype research. Comparisons are drawn with classification efforts in the natural sciences and parallels are drawn for application to classification in learning disabilities. In general, subtyping research in learning disabilities is viewed positively, but problematic aspects seem presently to limit its usefulness. To overcome these dif-ficulties, it is suggested that researchers strive for more commonality with respect to both methods and measures used for subtype analysis, and that researchers pool their ef-forts. In this way, a single classification scheme for learning disabilities could be developed that would possess wide relevance for reducing heterogeneity and improving educational efforts.
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