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The Kaufman Assessment Battery for Children (K-ABC) is a controversial psychometric tool based on Kaufman’s three-factor model of Sequential Processing, Simultaneous Processing, and Achievement. Debate has centered on an alternative, more conventional, four-factor model of Verbal Comprehension (verbal reasoning), Perceptual Organization (nonverbal reasoning), Freedom from Distractibility (verbal memory), and Reading Achievement. Supporting and disputing evidence for Kaufman’s model as a basis for interpreting both the K-ABC and the WISCR has been obtained from joint exploratory factor analyses. This study used confirmatory factor analysis to compare directly the two competing models which have garnered theoretical and empirical support. Subjects consisted of 100 referred or low achieving children. The results supported a model with separate Reading Achievement and Verbal Comprehension factors over a model subsuming both in an Achievement factor for at-risk children.
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