The Double Deficit Hypothesis posits that four mutually exclusive subgroups can be identified in a reading disabled (RD) sample. These subgroups are predicted to differ on reading measures, and further evidence suggests they may differ on other academic achievement (AA) and neuropsychological (NP) measures, as well as sex ratios and rate of ADHD diagnosis. Two hundred twenty six college-level adults identified as RD were evaluated, and subgroup comparisons were analyzed. Significant subgroup differences were observed in each domain. No subgroup differences were observed for sex or ADHD diagnosis. Findings suggest that patterns of linguistic ability affect the profiles of reading, AA, and NP performance that characterize adults with RD. These findings have implications for evaluations and academic accommodations.