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Factor Structure of Intellectual and Achievement Measures for Learning Disabled Children.
Peer reviewed Peer reviewed
Brock, Herman – Psychology in the Schools, 1982
Factor-analyzed the WISC-R, PIAT, and WRAT scores of 183 male, learning disabled students. Findings suggest intelligence and achievement are composed of similar traits and skills. Therefore, comparison of individual achievement test scores with traditional Verbal, Performance, or Full Scale intelligence for learning disabled children may not be…
Descriptors: Academic Achievement, Achievement Tests, Comparative Testing, Educational Diagnosis
Joint Exploratory and Confirmatory Factor Analysis of the DAS, PPVT-R and ITBS.
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Stone, Brian J.; McKellar, Nancy A. – 1991
The factor structure of a new co-normed cognitive and achievement battery for children, the Differential Ability Scales (DAS) was investigated. The DAS was factor analyzed in conjunction with the Peabody Picture Vocabulary Test-Revised (PPVT-R), and the composite score of the Iowa Test of Basic Skills (ITBS). Subjects were 56 six- to…
Descriptors: Achievement Tests, Children, Cognitive Tests, Comparative Testing
Differences in Factor Structures of Cognitive Functioning of Learning Disabled (LD) and Emotionally Handicapped (EH) Children.
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Mason, Elizabeth M.; Wenck, L. Stanley – Educational and Psychological Measurement, 1989
Cognitive differences between 987 LD children and 178 EH children in public schools on a psychoeducational assessment battery were studied, and differences in factor structure were investigated. Caution is suggested in interpreting the results of multivariate statistical analyses, which indicated heterogeneity in the matrices of LD and EH…
Descriptors: Achievement Tests, Cognitive Processes, Comparative Testing, Educational Assessment