Previous research has suggested that individuals who have reading disabilities often have difficulty in perceiving and organizing abstract or ambiguous stimuli. A series of perceptual closure tasks were designed to test two hypotheses: (a) Ss with reading disabilities will give fewer correct responses to the closure tasks and (b) Ss with reading disabilities will take longer to respond to the tasks. 40 eighth-grade students' data indicated that Ss with reading disabilities gave significantly fewer correct responses, but they took about the same time as Ss without reading disabilities. Implications are discussed.
