Forty-five third-grade and fourth-grade boys identified by their schools as being both normal in intelligence and severely disabled in reading were given a battery of tests of language, visual perception, silent reading comprehension, and finger agnosia. Three consistent groups of subjects emerged from cluster analyses of the results. One group was identified as perceptually disabled and a second group as language disabled. The third group did not deviate significantly from the overall group's mean scores on either the perception test or the language test. The three groups differed significantly on one of two tests of silent reading comprehension; performance on silent reading comprehension was most significantly related to performance on the language tests. Although proportionately more subjects in the perceptually disabled group failed the finger agnosia tests, the difference only approached statistical significance (.07). (Author/AA)