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Differences in Factor Structures of Cognitive Functioning of Learning Disabled (LD) and Emotionally Handicapped (EH) Children
16 references·0 citing·39 second hop
Differences in Factor Structures of Cognitive Functioning of Learning Disabled (LD) and Emotionally Handicapped (EH) Children (1989)Differences in Factor Structures of Cogni…Factor Analysis and Related Methods (2014)Factor Analysis and Related M…Wide Range Achievement Test-Revised (1987)Wide Range Achievement Test-R…The Viability of Scatter Analysis On the Wisc-r aNd the Sbis: Examining a Vestige (1987)The Viability of Scatter Anal…Factor Analysis and Related Methods (1987)Factor Analysis and Related M…Clinical and Research Applications of the K-ABC (1987)Clinical and Research Applica…K-ABC/WISC-R Factor Analysis for a Learning Disabled Population (1986)K-ABC/WISC-R Factor Analysis …Introduction to Classical and Modern Test Theory (1986)Introduction to Classical and…The Personality Inventory for Children: Differential Diagnosis in School Settings (1985)The Personality Inventory for…WISC‐R profile analysis in differentiating LD from ED children (1983)WISC‐R profile analysis in di…Discriminant function analysis of LD/BD children scores on the WISC-R (1983)Discriminant function analysi…The WISC-R and Learning Disabilities Assessment (1981)The WISC-R and Learning Disab…Recategorized WISC-R Scores of Juvenile Delinquents (1981)Recategorized WISC-R Scores o…The WISC-R Subtest Profile of a Sample of Severely Emotionally Disturbed Children (1978)The WISC-R Subtest Profile of…Distinguishing learning-disabled and emotionally disturbed children on the WISC-R. (1978)Distinguishing learning-disab…Diagnostic Test Pattern Differences among LD, ED, EMH, and Multi-Handicapped Students (1978)Diagnostic Test Pattern Diffe…The Peabody Individual Achievement Test (1974)The Peabody Individual Achiev…Psychological Differentiation (1963)Intelligent testing with the WISC-R (1979)The Handbook of School Psychology (1982)A comparison of the spelling errors of older dyslexic and second-grade normal children (1983)Cognitive Functioning as Measured by the WISC-R (2003)Neuropsychological Profile on the WISC-IV of French Children With Dyslexia (2010)Factor analysis of the WISC-R at 11 age levels between 61/2 and 161/2 years. (1975)Handbook of Multivariate Experimental Psychology (1988)The Factor Structure of Adaptive Behavior (1989)Wechsler Digit Span Subtest: Diagnostic Usefulness with Dyslexic Children (1989)Cattell–Horn–Carroll abilities and cognitive tests: What we've learned from 20 years of research (2010)The structure of intellect. (1956)Manual for the Wechsler intelligence scale for children (1974)Best practices in the identification of gifted students with learning disabilities (2001)Identifying and Providing Services to Twice Exceptional Children (2008)Stanford-Binet Intelligence Scale (2012)The dyslexia debate (2012)Comparison of various WISC-R summary scores for a psychiatric sample (1982)Just Say No to Subtest Analysis: A Critique on Wechsler Theory and Practice (1990)Measurement and Statistical Problems in Neuropsychological Assessment of Children (2008)Wechsler Intelligence Scale for Children (2018)Applied factor analysis (1970)Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. (1997)Multidimensional Inventory of Black Identity: A preliminary investigation of reliability and constuct validity. (1997)The Structure of Ethnic Identity of Young Adolescents from Diverse Ethnocultural Groups (1999)Forming inferences about some intraclass correlation coefficients. (1996)The Posttraumatic Stress Disorder Checklist for DSM‐5 (PCL‐5): Development and Initial Psychometric Evaluation (2015)Understanding Reliability and Validity in Qualitative Research (2015)Forward and backward memory span should not be combined for clinical analysis (1997)Recent Advances in the Assessment of Intelligence and Cognition (2000)Bias in Psychological Assessment: An Empirical Review and Recommendations (2003)A Prospective Longitudinal Study of High School Dropouts Examining Multiple Predictors Across Development (2000)Meta-analysis of Grade Retention Research: Implications for Practice in the 21st Century (2001)Developmental Cascades: Linking Academic Achievement and Externalizing and Internalizing Symptoms Over 20 Years. (2005)Estimating Generalizability to a Latent Variable Common to All of a Scale's Indicators: A Comparison of Estimators for ω h (2006)Neuroticism as a common dimension in the internalizing disorders (2009)Early reading acquisition and its relation to reading experience and ability 10 years later. (1997)Child Development and Emergent Literacy (1998)Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. (2002)
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References

  • 1986Introduction to Classical and Modern Test Theory5,107 cited
  • 1987Wide Range Achievement Test-Revised1,382 cited
  • 1987Factor Analysis and Related Methods665 cited
  • 2014Factor Analysis and Related Methods533 cited
  • 1974The Peabody Individual Achievement Test451 cited
  • 1981The WISC-R and Learning Disabilities Assessment90 cited
  • 1987Clinical and Research Applications of the K-ABC76 cited
  • 1986K-ABC/WISC-R Factor Analysis for a Learning Disabled Population45 cited
  • 1987The Viability of Scatter Analysis On the Wisc-r aNd the Sbis: Examining a Vestige44 cited
  • 1978Distinguishing learning-disabled and emotionally disturbed children on the WISC-R.37 cited
  • 1978Diagnostic Test Pattern Differences among LD, ED, EMH, and Multi-Handicapped Students18 cited
  • 1983Discriminant function analysis of LD/BD children scores on the WISC-R18 cited
  • 1978The WISC-R Subtest Profile of a Sample of Severely Emotionally Disturbed Children16 cited
  • 1983WISC‐R profile analysis in differentiating LD from ED children15 cited
  • 1985The Personality Inventory for Children: Differential Diagnosis in School Settings15 cited

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  • 1981Recategorized WISC-R Scores of Juvenile Delinquents14 cited
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