The Search for Subtypes of Specific Learning Disability

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Abstract
This month's Topical Review discusses recent research that has attempted to divide the general population of learning-disabled children into a variety of different subtypes. The research is important because it is the first sustained attempt to deal with one of the most troublesome problems in the field: the heterogeneity of learning-disabled children. Past failure to adequately conceptualize the variability within the LD population has produced heated debates over the “nature” of learning disabilities and has limited progress toward adequate diagnosis and treatment. Although we are still a long way from having an adequate taxonomy of learning disabilities subtypes, the research presented in this review certainly constitutes one of the first steps toward the attainment of that goal.---JKT This paper reviews and evaluates the current research on subtypes of learning-disabled children. Early research on LD subtypes used a clinical inferential approach to subdivide heterogeneous samples of children into various syndromes. More recently, several studies have appeared in which multivariate classification techniques have been used to group children empirically. Collectively, the evidence argues against a “single syndrome” theory of learning disability and demonstrates the feasibility of creating more homogeneous diagnostic groups within this broad and ill-defined category of exceptional children.