K-ABC/WISC-R Factor Analysis for a Learning Disabled Population

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Abstract
A group of 198 children who were either referred for learning disabilities or diagnosed as learning disabled were tested on both the WISC-R and K-ABC. Factor analysis of the K-ABC supported the construct validity of the test for learning disabled children. Joint factor analysis of the K-ABC and WISC-R produced a three-factor and a four-factor solution that were both meaningful and clinically interesting. Factors corresponding to the three K-ABC scales generally converged with the three well known WISC-R factors. The emergence of a Reading Ability factor in the joint analysis proved to be an interesting difference between the findings for learning disabled and normal children. Canonical correlation analysis supported the results of the joint factor analysis.

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