Although children with specific reading disorder (RD) have often been compared to typically achieving children on various phonological processing tasks, to our knowledge no study so far has examined whether the structure of phonological processing applies to both groups of children alike. According to Wagner and Torgesen (1987), phonological…

Many recent studies have aimed to demonstrate that specific types of reading comprehension depend on different underlying cognitive abilities. In these studies, it is often implicitly assumed that reading comprehension is a multidimensional construct. The general aim of this study was to examine the dimensionality of a large pool of reading…

Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a…

To determine cross-sectional similarity of the underlying structure of classroom environment variables, the Learning Environment Inventory and Primary Mental Abilities Test were administered to 46 eighth grade classes and 50 eleventh grade classes. Structures of affective and cognitive variables became very similar, however, a slight…

This article demonstrates that the usual first-order factor model is inappropriate for analyzing the factor structure of creativity and intelligence tests. An alternative model that allows for the estimation of unique covariance between the fluency and originality scores is proposed. (Author/JAZ)

A multidimensional model of social intelligence was empirically derived. Through the use of factor analytic techniques, five domains of social intelligence were identified and found to be independent of verbal and abstract intelligence. (Author/LMO)

Using a simple structure factor analysis of test data of 144 fourth grade children in Norway, second order factors interpreted to represent Broad Visualization, Speediness, Fluid, and Crystallized intelligence intercorrelated substantially, the correlation between Fluid and Crystallized intelligence being the highest. (Author/BW)

The construct validity of the Sequential Processing, Simultaneous Processing and Achievement scales of the Kaufman Assessment Battery for Children was supported by factor-analytic investigations of a representative national stratified sample of 2,000 children. Correlations provided insight into the relationship of sequential/simultaneous…

To test the validity of the Wechsler Intelligence Scale for Children-Revised (WISC-R) for minority groups, factorial similarity across race was investigated with separate principal-factor analyses for White and Black children from the nationally representative WISC-R standardization sample. On every measure, the White and Black groups were highly…