The Structure of Intelligence in a Clinic-Referred Sample of Children with Reading Difficulty: A Confirmatory Factor Analysis of the WISC-V

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Autor/in	Guerin, Julia M.
Titel	The Structure of Intelligence in a Clinic-Referred Sample of Children with Reading Difficulty: A Confirmatory Factor Analysis of the WISC-V
Quelle	(2022), (77 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Cincinnati
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-4424-2
Schlagwörter	Hochschulschrift; Dissertation; Intelligence; Intelligence Tests; Children; Reading Difficulties; Students with Disabilities; Referral; Factor Analysis; Factor Structure; Dyslexia; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Intelligenz; Klugheit; Intelligence test; Intelligenztest; Child; Kind; Kinder; Reading difficulty; Leseschwierigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Faktorenanalyse; Faktorenstruktur; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche
Abstract	Background: Children with reading difficulty exhibit deficits in multiple cognitive areas (e.g., language skills, working memory, processing speed). Therefore, evaluation of reading difficulty typically includes assessment of both academic functioning and general intelligence (IQ). Although the IQ construct is considered robust in the general population, emerging evidence suggests that the structure of IQ may differ for children with reading difficulty. However, no study to date has examined the structure of intelligence in this group using the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V; Wechsler, 2014), which is a widely used measure of intelligence in children. Accordingly, the present study examines WISC-V performance in a sample of children referred for evaluation of reading difficulty. We hypothesize that children in our sample will have an average IQ but lower scores on verbal, working memory, and/or processing speed measures. We also hypothesize that, for children in our sample, the factor structure of WISC-V scores will not adhere to the presumed factor structure of the measure. Rather, we expect that a first-order factor model will offer better fit for the data than a higher-order factor model. Method: Participants were 109 children evaluated for suspected dyslexia in a clinic setting. Children who met the following criteria were included in the study: 1) English is first/primary language; 2) WISC-V Verbal Comprehension Index [greater than or equal to] 70; 3) neurologically healthy (i.e., no history of TBI, epilepsy). IQ was assessed using the WISC-V, which comprises five cognitive Indexes reflecting five core factors of intelligence: Verbal Comprehension (VCI), Visual Spatial (VSI), Fluid Reasoning (FRI), Working Memory (WMI), and Processing Speed (PSI). Data Analysis: Independent sample "t"-tests were used to compare performance of children in the study sample with those in the WISC-V standardization sample. Confirmatory factor analysis (CFA) was used to test six competing models to determine the best-fitting model for this sample. Model fit was evaluated using fit statistics and theoretical plausibility. Results: "t"-tests showed no significant difference between FSIQ in our sample compared to the normative sample. However, PSI was significantly lower for our sample while VCI was significantly higher. Within our sample, significant variability was observed within and across Indexes. Overall, results of CFA were consistent with our hypothesis, showing that a first-order five-factor model offered better fit for the data than a higher-order factor model. Conclusion: Results show that children in our sample demonstrated highly variable performance on the WISC-V and produced scores that fit best to a first-order rather than higher-order model. By examining the factor structure of WISC-V performance in this group, we provide an important perspective on the clinical utility of the WISC-V for children with reading difficulty. We suggest that a unitary IQ score may not provide an optimal representation of general intelligence for these children. Rather, their cognitive functioning may be best understood by examining individual cognitive domains. For these children, consideration of additional cognitive factors (e.g., rapid automatized naming, phonemic awareness) may be important for understanding their functioning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2024/1/01