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Exploratory Factor Analysis of the Woodcock-Johnson Tests of Cognitive Ability

University of Minnesota and St. Cloud Community Schools, St. Cloud, Minnesota

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.

Journal of Psychoeducational Assessment, Vol. 5, No. 3, 200-216 (1987)
DOI: 10.1177/073428298700500303


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