The study examined the existence of (dis)similarities between subgroups of learning disabled children who had language-based learning disorders and those who did not exhibit specific language-based disabilities, and what related symptomatology characterized these children. The present study extends the previous literature by utilizing a multidimensional approach to the identification of language-based learning disordered children. The subjects used in this study were a group of 46 children between the ages of 6 and 14 years old referred to a major medical center for psychoeducational evaluation due to reported learning and/or behavioral difficulties. The subjects were separated into two groups according to the nature of the initial referral. Initial comparisons of the two groups were conducted by examining differences in cognitive, achievement, language, and behavioral functional as measured by standardized psychometric instruments. Significant differences were found between the two groups on several variables. Subtyping of the sample was accomplished using Ward's Method of cluster analysis. Fourteen cluster variables were chosen for analysis. These included (a) WISC-R Verbal IQ, (b) WISC-R Performance IQ, (c) PPVT, (d) VMI, (e) Reading, Spelling, and Arithmetic subtests of the WRAT-R, (f) the five language composites of the TOLD, and (g) the Parent and Teacher versions of the Conner's Abbreviated Questionnaire. Two separate cluster analyses, one with and one without behavioral data were calculated. Results of the second cluster analysis were similar to the first. To validate the obtained cluster solutions, Multivariate Analysis of Variance was used to examine whether the clusters differed significantly on a linear composite of cognitive, achievement, language, and behavioral instruments. The expected subgroupings of language-disordered children did not appear. Several theoretical explanations for these findings are discussed and implications for future research are offered. / Department of Educational Psychology

Thesis (M.S.L.T.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (p. 30-34). Also available via the World Wide Web.

Diss. (sammanfattning) Göteborg : Univ. , 2007. / Härtill 4 uppsatser.

Thesis (Ph. D.)--University of California, San Diego, and San Diego State University, 2005. / Vita. Includes bibliographical references (leaves 149-164).

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Howard Goldstein, Florida State University, College of Communication, Dept. of Communication Disorders. Title and description from dissertation home page (viewed Jan. 13, 2005). Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1952. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 124-126).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 126-138). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1944. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 169-173).

Thesis (M. Ed.)--University of Nevada, Reno, 2008. / "December, 2008." Includes bibliographical references (leaves 79-81). Online version available on the World Wide Web.

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Includes bibliographical references (leaves 98-106).