Abstract
The school-age standardization samples (grades K-12) of the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) were subjected to a variety of exploratory factor analysis solutions. In addition, parallel analyses were conducted in two public school referral samples. The factors identified in the various solutions suggested a number of alternative models for WJTCA interpretation. Subtest specificity and g loading data for all WJTCA subtests across the 13 school-age samples also were computed. The specificity data suggest that the WJTCA subtests possess higher average specificity than subtests from other measures of intelligence. The plausability of a variety of WJTCA interpretive models suggests the need to subject the WJTCA to confirmatory factor methods.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
