The primary goal of this study was to compare three theoretical accounts of reading disability (RD) by simultaneously studying phonological, visual, and temporal processing skills. Adults with and without RD were compared on measures of phonological processing with the Auditory Analysis Test (AAT) and the Woodcock Reading Mastery Test (WRMT-R) Word Attack subtest. Visual processing was assessed with the Useful Field of View test (UFOV®) and the Frequency Doubling Technology Perimeter (FDT). The Repetition Test was used to evaluate temporal processing skills. Adults with RD evidenced poorer phonological and temporal processing skills than did adults without RD, but no significant differences between the groups were found in visual processing. Future research is needed to clarify the relations among phonological, visual, and temporal skills and the roles they play in RD. The trajectory and co-existence of deficits throughout development, as well as how specifically such impairments affect reading, warrant further investigation.