Construct Validity of the WISC-III for White and Black Students from the WISC-III Standardization Sample and for Black Students Referred for Psychological Evaluation.

Kush, Joseph C.; Watkins, Marley W.; Ward, Thomas J.; Ward, Sandra B.; Canivez, Gary L.; Worrell, Frank C.

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Peer reviewed

ERIC Number: EJ667496

Record Type: Journal

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0279-6015

EISSN: N/A

Construct Validity of the WISC-III for White and Black Students from the WISC-III Standardization Sample and for Black Students Referred for Psychological Evaluation.

Kush, Joseph C.; Watkins, Marley W.; Ward, Thomas J.; Ward, Sandra B.; Canivez, Gary L.; Worrell, Frank C.

School Psychology Review, v30 n1 p70-88 2001

Uses both exploratory (EFA) and confirmatory factor analyses (CFA) to examine the factor structure of the WISC-III among White and Black students from the WISC-III standardization sample and a sample of 348 Black students referred for psychological evaluation. Results of the EFA provided evidence of a large first principal factor as well as the expected Verbal and Performance components across all three groups. (Contains 93 references and 6 tables.) (GCP)

Descriptors: Black Students, Construct Validity, Factor Analysis, Factor Structure, Psychological Evaluation, School Psychology

Publication Type: Information Analyses; Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children

Grant or Contract Numbers: N/A