Factor structure of the WISC-R and ITPA for learning-disabled, emotionally disturbed, and control children

Abstract

There has been considerable interest in determining possible learning differences in specific populations of children. Stewart (1977) factor analyzed the WISC and ITPA for learning-disabled and mentally retarded samples and compared the results to a control group. He concluded that while the factors were quite similar, evidence suggested different learning processes in the groups studied. The present study (N = 301) enlarged and modified Stewart's study; it replaced the WISC with the WISC-R and the mentally retarded group with an emotionally disturbed sample. Three factors that emerged for all groups (linguistic, memory, and visual-motor) were similar to Stewart's findings. Additional factors highlighted motor skills and a separation in auditory and visual tasks for the learning-disabled group, an expressive factor for the emotionally disturbed, and a conceptual factor for the emotionally disturbed and control groups that was not found for the learning-disabled sample. Results suggested the need for individualized instruction.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 6 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.