In this investigation, we examined the structure of learning disabilities. In an earlier meta-analysis, Kavale and Nye (1985-1986) demonstrated that, across four domains and 38 variables, students with and without learning disabilities showed about the same level of differentiation; no one area emerged that could be used to describe the nature of learning disabilities. Using the data from the earlier study, we applied multiva-riate techniques to formulate a structure for learning disabilities. First, using a factor analysis, we identified five factors. Then, through path analysis, we developed two causal models showing the direct and indirect influences on the performance of students with learning disabilities. One model focused on relationships among the four domains, whereas the second provided a more comprehensive description based on relationships among selected individual variables. Most of the effects were meaningful, suggesting that learning disability is a complex and multivariate problem. We concluded that these variables are important influences and should be included in any comprehensive description of learning disabilities.
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