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  • Title: Structural Validity of the WISC-IV for Students With Learning Disabilities.
    Author: Styck KM, Watkins MW.
    Journal: J Learn Disabil; 2016; 49(2):216-24. PubMed ID: 24958633.
    Abstract:
    The structural validity of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) was evaluated using confirmatory factor analysis for a clinical sample of 1,537 students diagnosed with specific learning disabilities (SLD) by school psychologists in two large southwestern school districts. Results indicated that a bifactor model consisting of four first-order domain specific factors and a general intelligence breadth factor fit the data best. Consequently, the structural validity of the WISC-IV for students with SLD was supported by the results of the present study. The general intelligence factor contributed the most information, accounting for 48% of the common variance. Given this structure, it was recommended that score interpretation should emphasize the Full-Scale IQ score because of the marginal contributions of the first-order domain-specific factors and their low precision of measurement independent of the general factor.
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