2009/08/24 by Richard L. Sparks, Benjamin J. Lovett
paper · doi:10.1177/0022219409338746
crossref issued 2009/08/24 · crossref published 2009/08/24 · crossref published-online 2009/08/24 · crossref created 2009/08/24 · crossref published-print 2009/11/01 · crossref deposited 2026/05/01 · crossref indexed 2026/07/31
The purpose of this study is to provide an up-to-date review of the literature on postsecondary students classified as having learning disabilities (LD). The review focused on the criteria by which students were classified as LD and the cognitive and achievement characteristics of the participants. From almost 400 studies, only 30% were empirical (data-based) investigations reporting original data. Findings showed that a wide range of criteria was used to classify students as LD, although various discrepancy criteria and registration with university offices of disability services were most often cited. Participants’ mean scores on standardized intelligence and achievement tests were in the average range but somewhat lower than those of other college students. Generally, the findings show a lack of consensus among diagnosticians and researchers about how LD should be diagnosed and also show that college students classified as LD tend to have average achievement, despite scoring below their classmates.