This investigation compared patterns of performance on the Woodcock-Johnson Psycho-Educational Battery Parts I, II, and III of 72 college freshmen, 36 with learning disabilities (LD) and 36 without learning disabilities (NLD). The results indicated significant overall differences between the two groups, with the LD freshmen performing lower than the NLD freshmen in all 17 clusters of the WJPB with the exception of the scholastic and nonscholastic interest inventories. This study supports observations that individuals with learning disabilities continue to have academic and cognitive delays as they enter postsecondary educational environments. Implications for curriculum planning and further research in this area are discussed.
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