Personal and educational histories and test data of 33 learning disabled adults were collected and analyzed. Characteristics of this population are described, and an analysis of the test data is presented. It was found that many of the characteristics of learning disabled youngsters described in the literature persist into adulthood. Some significant sex differences in the Reasoning section of the Woodcock-Johnson Cognitive Ability Test and in Math Achievement are also reported. Issues related to understanding this population are discussed.
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