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Subtypes of Learning Disabilities in Adolescents and Adults

Uri Shafrir is an assistant professor in the Department of Applied Psychology, director of the Adult Study Skills Clinic at the Ontario Institute for Studies in Education, and a learning disabilities specialist at the University of Toronto. He received his PhD from York University in Toronto. He has conducted research in cognitive development, affective functioning, learning disabilities, and the assessment and remediation of study skills in adolescents and adults, Address: Uri Shafrir, Department of Applied Psychology, Ontario Institute for Studies in Education, 252 Bloor Street West, Toronto, Ontario, Canada M5S 1V6.

Linda S. Siegel

Linda Siegel has held faculty positions at the University of Missouri and McMaster University Medical School and is currently a professor in the Department of Applied Psychology at the Ontario Institute for Studies in Education. She received her BA degree from Queens College, New York, and her PhD from Yale University. She has conducted research in cognitive and language development, learning disabilities, reading, intelligence testing, and the social interaction of children with developmental disabilities. She is currently the editor of the International Journal of Behavioral Development and has been associate editor of Child Development.

This study tested the hypothesis that a classification scheme developed for the subtyping of learning disabilities in children, when applied to a population of adolescents and adults, would result in subtyping into discrete and relatively homogeneous groups in terms of cognitive functioning and achievement. We compared three groups, arithmetic disability (AD), reading disability (RD), and reading and arithmetic disabilities (RAD), among themselves and with a comparison group with normal achievement (NA) on a variety of cognitive and achievement measures. The main findings were as follows: (a) Each of the groups differed significantly from the others on tests of reading, spelling, memory, and other cognitive measures; (b) both the RD and RAD groups showed a deficit in phonological processing, vocabulary, spelling, and STM; (c) the AD group performed similarly to the NA group on pseudoword reading and phonological processing, but did more poorly than the NA group on word reading and vocabulary; (d) on many tasks the RAD group performed more poorly than the other groups; and (e) the AD and RAD groups performed more poorly than the NA and RD groups on a visual-spatial task. This study demonstrated the validity of this classification scheme for the subtyping of learning disabilities in adolescents and adults.

Journal of Learning Disabilities, Vol. 27, No. 2, 123-124 (1994)
DOI: 10.1177/002221949402700207


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