The purpose of this study is to look at the impact in terms of timing of language-based learning differences and how this has impacted students' overall comprehension scores on SAT or ACT and final English grade. Participants were male alumni of a private college preparatory school with a diagnosed language-based learning difference who were a part of the learning services program. This study was a secondary data set analysis and used existing data from the school's records. The data was then analyzed, looking for five total data points--formal DSM-5 diagnosis, age of diagnosis, SAT or ACT scores, PSAT or PreACT scores, and final senior English grade. The determination of the timing of diagnosis was categorized into two categories of early or late diagnosis. For this study, an early diagnosis was from kindergarten to third grade, and a late diagnosis was third grade and up. The significance of this research was to see if a relationship exists between early diagnosis and higher outcome scores vs. late diagnosis and lower outcome scores (comparatively). Future researchers and educators should consider implementing appropriate teaching strategies to aid students' comprehension with a language-based learning difference by finding the connection between early vs. late diagnosis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]