Cognitive Differentiation of Learning-Disabled Children on the WISC-R: A Canonical Model of Achievement Correlates.

Fowler, Patrick C.

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Peer reviewed

ERIC Number: EJ334874

Record Type: Journal

Publication Date: 1986

Pages: N/A

Abstractor: N/A

ISBN: N/A

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EISSN: N/A

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Cognitive Differentiation of Learning-Disabled Children on the WISC-R: A Canonical Model of Achievement Correlates.

Fowler, Patrick C.

Child Study Journal, v16 n1 p25-38 1986

Applies the analytic technique of maximum likelihood factor analysis to the intercorrelations of the Wechsler Intelligence Scale for Children-Revised's subtests as a means for assessing more or less differentiation and integration. (HOD)

Descriptors: Academic Achievement, Age Differences, Children, Cognitive Structures, Comparative Analysis, Comprehension, Learning Disabilities, Neurological Impairments, Perceptual Development, Visual Perception

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children

Grant or Contract Numbers: N/A

Author Affiliations: N/A