Aim: The study compared the pattern of deficits, intelligence and neuropsychological functioning in subcategories of learning disorders. Methods: Forty-six children (16 with reading disorders, 11 with writing disorders and 19 with both reading and writing disorders--mixed group) in the age range of 7-14 years were assessed using the NIMHANS Index of Specific Learning Disabilities, Malin's Intelligence Scale for Indian Children, and the PGI Memory Scale. Results: The mixed group had greater dysfunction than the reading and writing groups in alphabet sequencing and graded division, and the mixed group had greater dysfunction than the writing group in capital letters, division and graded subtraction. Also, the mixed and reading groups had greater dysfunction than the writing group in speech and language. Intellectual functions and mental balance (on PGI memory scale) were more affected in the mixed group in comparison to the writing group. Conclusion: Subtypes of learning disorders differ in terms of their neuropsychological profile with the mixed group having greater dysfunction. (Contains 1 table.)