ABSTRACT
Recently several articles and chapters have been written summarizing the problems and potential of classification efforts generally and cluster analysis specifically in adding to our understanding of learning disabilities (e.g., Kavale & Fomess, 1987; McKinney, 1988; Torgesen, 1982). The focus of these works has been on the role of classification in science, surveys of various approaches to classification, and synthesis of findings across subtyping studies. Although most authors refer to the many decisions that face an investigator who chooses to use empirical methods, the decision points and consequences of the decisions have yet to be evaluated in relation to the study of learning disabilities.
