The cognitive patterns of three learning disability subtypes were studied by means of the Woodcock-Johnson Psycho-Education Battery. The groups consisted of: 1) students with higher math than reading skills, 2) students with higher reading than math skills, and 3) students with equally low math and reading skills. Data were analyzed using analysis of variance, multiple regression, and discriminant function procedures. Results indicated that although the three groups were characterized by a number of discrete or unique patterns, some overlap occurred. The implications of and factors that could have accounted for the overlap were discussed. Previous LD subtype research was also discussed in relation to current results.
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