Ability profiles of developmental language disordered and learning disabled children: A comparative analysis

Abstract

Developmental language disorder (DLD) children and learning‐disabled (LD) children were classified into subtypes. These subtype classifications were based on the child's Wide Range Achievement Test‐Revised (WRAT‐R) profile of Reading, Spelling, and Arithmetic standard scores. Such subtyping resulted in both groups of chil‐ • dren being predominantly classified with globally impaired reading, spelling, and arithmetic disabilities. Although both groups of these globally impaired children demonstrated similar degrees of reading, spelling, and arithmetic disability ^ they differed markedly from each other on the Wechsler Intelligence Scale for Children‐Revised (WISC‐R) verbal subtests. The DLD children were significantly more impaired than the LD children on WISC‐R Verbal subtests. Additionally, there was an atypical pattern of correlation between WISC‐R Verbal subtests for the DLD children. These findings suggest that DLD and LD children with globally impaired reading, spelling, and arithmetic skill differ m...