This study The present study examines the expression level of non-substantial nouns and cognitive verbs used by learning disabilities. The study analyzed the lexical types and frequencies of non-substantial nouns and cognitive verbs present in the journal writings of 98 with learning disabilities attending elementally schools. The lexical analysis of non- substantial nouns referred to the study of Kim, Ji-eun (2010), and the lexical analysis of cognitive verbs referred to that of Hwang, Soon-hee (2010). As an example of abstraction object-time nouns expression, the expression of time is common in both upper and lower grades. As an example of abstraction-situation-event nouns expression, both upper and lower-level words such as thought, anxiety, exercise appeared in common. As an example of abstraction-time nouns expression, the expression of time is common in both upper and lower grades. Abstraction-situation-event nouns As an example of expression, both upper and lower-level words such as thought, anxiety, exercise appeared in common. Abstraction-abstraction relationships nouns expressions have similar vocabulary to causal, time, and space. Furthermore, the cognitive verbs used by learning disabilities more frequently expressed ‘thinking (TS=124, 34.5%)’, ‘knowing (TS=121, 33.6%)’ and ‘Judge Evaluate (TS=112, 31.1%)’. ‘Seeing’ a word expanded from a cognitive verb, was the most frequently used cognitive verb, whereas more abstract thought verbs were less frequently used.