This study examined the performance of reading disabled children on the two Phonological Awareness Subtests of the Comprehensive Test of Phonological Processing (CTOPP). Participants performed significantly different on these two subtests with a poorer performance on the Elision subtest than Blending Words. In addition, the two subtests were not correlated for this group. Results suggest that, for reading disabled children, interpretation of the composite score may not be as useful as considering the individual subtests scores.