Three-year stability of WISC-R factor scores for black and white, female and male children classified as learning-disabled

Abstract

Wechsler Intelligence Scale for Children-Revised (WISC-R) test and retest scores for a homogeneous sample ( N=322) of approximately equal numbers of black and white, female and male learning-disabled children were compared over 3 years for factor structure and factor structure stability. These analyses were also conducted with a subsample ( N=229) of the total sample for whom Digit Span scores were available. The socioeconomic status of children in the sample was determined by parents' occupation. The results suggested that WISC-R factor structure was stable over 3 years. Two-and three-factor solutions were found for the total group; three factors were found when Digit Span was included in the analysis. Coefficients of congruence indicated factorial similarity between groups of black and white, female and male children classified as learning-disabled.