Abstract
A cluster analysis procedure was used to identify subgroups of children who manifested specific learning disabilities in reading (SLD/R) in terms of performance on a battery of eight language and perceptual tests. Subjects included a group of 100 SLD/R children and 50 normal readers (NR). Six SLD/R subgroups were identified. All subgroups were both significantly different from one another as well as significantly different from the NR group's performance on the diagnostic battery. In addition, some significant differences were found among the six subgroups on measures of oral reading and reading comprehension skills. These results were compared with those of previous studies, none of which employed samples of the SLD/R youngsters identified in public schools. Results also were examined for their implications for a more precise match between the SLD/R learner characteristics and type of teaching method or material.
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