Factor Analysis of Responses to the WISC—R for Gifted Children

Abstract

Several researchers have focused on the question of whether the traditional two-factor interpretation of WISC—R scores proposed by Wechsler (1974) is appropriate in selecting students to be admitted to gifted programs. Some researchers have suggested that the two-factor solution (Verbal and Performance) of Karnes and K. E. Brown provides the appropriate model, while others have proposed an alternative model based on exploratory research with gifted and average students. The current study expands exploratory findings of S. W. Brown with Rood in 1982 and Yakimowski in 1987, using confirmatory factor analytical procedures. The confirmatory factor analyses for selected groups of gifted ( n = 158) and average ( n = 195) students ( M = 9.6 yr.) indicate that the alternative three-factor solution model may be a better system for interpreting the pattern of WISC—R subtest scores of gifted students than the conventional Verbal and Performance solution.