This article reviews the results of a meta-analysis of the experimental published literature that compares the academic, cognitive, and behavioral performance of adults with reading disabilities (RD) with average achieving adult readers. The meta-analysis shows that deficits independent of the classification measures emerged for adults with RD on measures of vocabulary, math, spelling, and specific cognitive process related to naming speed, phonological processing, and verbal memory. The results also showed that adults with high verbal IQs (scores > 100) but low word recognition standard scores (< 90) yielded greater deficits related to their average reading counterparts when compared to studies that included adults with RD with verbal IQ and reading scores in the same low range. Implications of the findings related to assessment and intervention are discussed.