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Journal of Psychoeducational Assessment
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Investigation of the Verbal/Nonverbal Structure of the Woodcock-Johnson: Implications for Subtest Interpretation and Comparisons with the Wechsler Scales

Kevin S. McGrew

St. Cloud Public Schools, St. Cloud, Minnesota

The Woodcock-Johnson (WJ) is a relative new-comer on the assessment scene that has generated significant interest. Cognitive mean score differences with the WISC-R have been reported, and a number of hypotheses have been advanced to explain this difference. Possible differences in verbal/nonverbal factor structure were investigated via exploratory factor analysis of the WJ norm intercorrelation tables. Both a Verbal and Nonverbal factor were extracted, and comparisons with similar WISC-R factor data suggest both similarities and differences. Grade analysis also suggests that the abilities tapped by certain WJ subtests may vary due to developmental factors.

Journal of Psychoeducational Assessment, Vol. 3, No. 1, 65-71 (1985)
DOI: 10.1177/073428298500300108
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This article has been cited by other articles:


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A. S. Kaufman and M. R. O'Neal
Factor Structure of the Woodcock-Johnson Cognitive Subtests from Preschool to Adulthood
Journal of Psychoeducational Assessment, March 1, 1988; 6(1): 35 - 48.
[Abstract] [PDF]

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K. S. McGrew
Exploratory Factor Analysis of the Woodcock-Johnson Tests of Cognitive Ability
Journal of Psychoeducational Assessment, September 1, 1987; 5(3): 200 - 216.
[Abstract] [PDF]

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M. J. Breen
The Woodcock-Johnson Tests of Cognitive Ability: A Comparison of Two Methods of Cluster Scale Analysis for Three Learning Disability Subtypes
Journal of Psychoeducational Assessment, June 1, 1985; 3(2): 167 - 174.
[Abstract] [PDF]