Exploratory Factor Analyses of the French WISC-V (WISC-VFR) for Five Age Groups: Analyses Based on the Standardization Sample

Complementary Exploratory and Confirmatory Factor Analyses of the French WISC-V: Analyses Based on the Standardization Sample.

Interpretation of the French Wechsler Intelligence Scale for Children-Fifth Edition (French WISC-V; Wechsler, 2016a) is based on a 5-factor model including Verbal Comprehension (VC), Visual Spatial (VS), Fluid Reasoning (FR), Working Memory (WM), and Processing Speed (PS). Evidence for the French WISC-V factorial structure was established exclusively through confirmatory factor analyses (CFAs)....

Factor analyses of WISC-R and K-ABC in a Dutch sample of children referred for learning disabilities.

This study examined correlations between WISC-R and K-ABC subtests in a sample of 101 children referred for learning disabilities. A considerable overlap between the two instruments was found. Separate factor analyses of the WISC-R and K-ABC were conducted. By and large, the WISC-R factor structure was similar to that found for standardization samples. Three factors emerged, namely Verbal Compr...

Gender Differential Item Functioning on the WISC - II : Analysis of the Canadian Standardization Sample

A confirmatory factor analysis of the WISC-III in a clinical sample with cross-validation in the standardization sample.

Maximum likelihood confirmatory factor analysis was applied to the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991) data of a mixed clinical sample of 318 children. Analyses were designed to determine which of nine hypothesized oblique factor solutions could best explain intelligence as measured by the WISC-III in the clinical sample. Competing latent variable m...

Construct Validity of the WISC-III for White and Black Students from the WISC-III Standardization Sample and for Black Students Referred for Psychological Evaluation

This study used both exploratory (EFA) and confiiatory factor analyses (CFA) to examine the factor structure of the WISC-III among White and Black students from the WISC-III standardization sample and a sample of 348 Black students referred for psychological evaluation. Results of the EFA provided evidence of a large first principal factor as well as the expected Verbal and Performance componen...