The validity of SAT Verbal-Mathematical discrepancies as indicators of college learning disability (LD) was assessed in four groups of LD students taking different test formats. Each group was compared to an unrestricted reference sample and to a sample of reference students matched on SAT total score (Verbal + Mathematical). These comparisons were carried out for two independent samples of LD students each taking a different form of the SAT. In no case did LD students evidence discrepancies larger than the reference group, suggesting little support for the use of these scores as indicators of college learning disability.
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