The study aims to characterize and to compare the cognitive-linguistic performance of students with learning disabilities with good academic performance. Forty students participated in this study, aged between 8 to 12 years old, from 2nd to 4th grades of elementary education in municipal schools in Marília-SP, divided into GI (good academic performance students) and GII (students with learning disabilities). As procedure we used the Test Cognitive-Linguistic Performance - collective and individual version. The results evidenced better performance of GI in relation to GII in skills of reading, writing, auditory processing, visual processing and processing speed. Conclusion: The lower performance of GII in skill indicates a limitation in the linguistic performance of these students compared to good academic performances, except in skill of phonological awareness, in which, the groups showed similar difficulties, suggesting that this difficulty is not specific to students with learning disabilities.
Learning; evaluation; reading
