Factor Structure of the WISC-III for Mexican-American, Learning Disabled Students
نویسندگان
چکیده
The factor structure of the Wechsler Intelligence Scale for Children (Revised) (WISC-R) for both regular and special education populations has been well documented. Published.data have also indicated that the factor structure of the WISC-R is similar across ethnic groups. With the development of the new WISC-III, comparable information is not yet well established. In particular, the addition of a new subtest and a new hypothesized fourth factor require additional data about the psychometric properties of the WISC-III. This study examines the factor structure of the WISC-III in a. population of 121 Mexican American learning disabled elementary school students. Factorial similarities and differences with the WISC-III nonaative sample and with the WISC-R are provided. Implications for school psychologists are discussed as are suggestions for future research. Results indicate that the WISC-III Full Scale, Verbal, and Performance intelligence quotients can be thought of as relatively independent indices of intelligence in diverse populations. Two tables present study findings. (Contains 9 references.) (Author/SLD) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * from the original document. * *********************************************************************** U.S. ARTMENT OF EDUCATION Office of -cationel Research and Improvement EDL" iONAL RESOURCES INFORMATION 'V As document has Wm reproduce:, as SC6 e_ P 0.5# CENTER (ERIC) received horn Ow person or organization originating it. O Minor changes have been made to improve reproduction Quality WISC-III Factor Structure "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Points of view or opinions stated in this document do not necassarity represent °thole! OERI position or policy TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Factor Structure of the WISC-III for Mexican-American, Learning Disabled Students. Joseph C. Kush, Ph.D. Duquesne University Marley W. Watkins, Ph.D. Arizona State University
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