The Woodcock-Johnson Oral Language/Verbal Ability clusters and Broad Reasoning/Reasoning clusters were compared for three samples of learning-disabled children: (a) high math and low reading, (b) high reading and low math, and (c) equally low math and reading abilities. Data indicated each pair of clusters to be highly correlated across subtype (.73-.93). In all instances but one, the Oral Language and Broad Reasoning clusters generated significantly lower mean standard scores than the Verbal Ability and Reasoning clusters, respectively. Implications for interpretation are discussed.
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