Lumpers vs. splitters: Intelligence in children with specific learning disorders

Abstract A multigroup bifactor model was used to compare the explained variance and the reliability of the general vs. specific factors of the Wechsler Intelligence Scale for Children-4th edition (WISC-IV) in 1617 Italian children diagnosed with specific learning disorder (SLD) and an Italian normative sample of typically-developing children (with the exclusion of IQ

• Publication year

  2019

• Venue

  Intelligence

• Publication date

  2019-09-01

• Fields of study

  Education, Psychology

• Identifiers
  DOI 10.1016/J.INTELL.2019.101380
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

• The Cambridge Handbook of Intelligence

  2019cited by this paper
• Using Z and age-equivalent scores to address WISC-IV floor effects for children with intellectual disability.

  2019cited by this paper
• The intellectual profile of children with autism spectrum disorders may be underestimated: A comparison between two different batteries in an Italian sample.

  2019cited by this paper
• Overlapping: a R package for Estimating Overlapping in Empirical Distributions

  2018cited by this paper
• Editorial: Bayesian methods for advancing psychological science

  2018cited by this paper
• Confirmatory factor analyses of the WISC-IV Spanish core and supplemental subtests: Validation evidence of the Wechsler and CHC models

  2018cited by this paper
• UvA-DARE (Digital Academic Repository) Pathways into literacy: The role of early oral language abilities and family risk for dyslexia

  2018cited by this paper
• Pros and Cons of Using Intelligence Batteries for the Study of Clinical Populations: A Response to Beaujean (2017)

  2017cited by this paper
• Einstein and dyslexia: Is giftedness more frequent in children with a specific learning disorder than in typically developing children?

  2017cited by this paper
• When and why the second-order and bifactor models are distinguishable

  2017cited by this paper
• Construct validity of the Wechsler Intelligence Scale for Children – Fourth UK Edition with a referred Irish sample: Wechsler and Cattell–Horn–Carroll model comparisons with 15 subtests

  2017cited by this paper
• On the Complexity of Item Response Theory Models

  2017cited by this paper
• Three Concerns With Applying a Bifactor Model as a Structure of Psychopathology

  2017cited by this paper
• Multi-group and hierarchical confirmatory factor analysis of the Wechsler Intelligence Scale for Children—Fifth Edition: What does it measure?

  2017cited by this paper
• Strengths and Weaknesses in the Intellectual Profile of Different Subtypes of Specific Learning Disorder

  2017cited by this paper
• Evaluating dimensional distinctness with correlated-factor models: Limitations and suggestions

  2017cited by this paper
• Intelligence measures as diagnostic tools for children with specific learning disabilities

  2017cited by this paper
• The Bayesian New Statistics: Two historical trends converge

  2016cited by this paper
• Structural Validity of the WISC-IV for Students With Learning Disabilities

  2016cited by this paper
• Is the Bifactor Model a Better Model or Is It Just Better at Modeling Implausible Responses? Application of Iteratively Reweighted Least Squares to the Rosenberg Self-Esteem Scale

  2016cited by this paper
• Examining the cognitive profile of children with Developmental Coordination Disorder.

  2016cited by this paper
• A Meta-Analysis of Working Memory Deficits in Children With Learning Difficulties

  2016cited by this paper
• Forward and backward digit span difficulties in children with specific learning disorder

  2016cited by this paper
• Exploratory Bifactor Analysis: The Schmid-Leiman Orthogonalization and Jennrich-Bentler Analytic Rotations

  2016cited by this paper
• The higher-order model imposes a proportionality constraint: That is why the bifactor model tends to fit better

  2016cited by this paper
• On the distortion of model fit in comparing the bifactor model and the higher-order factor model

  2016cited by this paper
• Bayesian inference for psychology

  2016cited by this paper
• WISC-IV Intellectual Profiles in Italian Children With Specific Learning Disorder and Related Impairments in Reading, Written Expression, and Mathematics

  2016cited by this paper
• Testing for multigroup invariance of the WISC-IV structure across France and Switzerland: Standard and CHC models

  2015cited by this paper
• The structure of intelligence in children with specific learning disabilities is different as compared to typically development children

  2015cited by this paper
• blavaan: Bayesian structural equation models via parameter expansion

  2015cited by this paper
• Differences in the intellectual profile of children with intellectual vs. learning disability.

  2014cited by this paper
• R: A language and environment for statistical computing.

  2014cited by this paper
• Latent Variable Modeling Using R: A Step-by-Step Guide

  2014cited by this paper
• Construct validity of the WISC-IV with a referred sample: direct versus indirect hierarchical structures.

  2014cited by this paper
• Wechsler Intelligence Scale for Children–Fourth Edition Integrated

  2014cited by this paper
• The Dyslexia Debate: Explanations at the cognitive level

  2014cited by this paper
• The limitations of model fit in comparing the bi-factor versus higher-order models of human cognitive ability structure

  2013cited by this paper
• A Gentle Introduction to Bayesian Analysis: Applications to Developmental Research

  2013cited by this paper
• WISC-IV Profiles Are Associated With Differences in Symptomatology and Outcome in Children With ADHD

  2013cited by this paper
• Scoring and Modeling Psychological Measures in the Presence of Multidimensionality

  2013cited by this paper
• Construct Validity of the WISC–IVUK With a Large Referred Irish Sample

  2013cited by this paper
• Bifactor Modeling and the Estimation of Model-Based Reliability in the WAIS-IV

  2013cited by this paper
• WISC-IV and Clinical Validation of the Four- and Five-Factor Interpretative Approaches

  2013cited by this paper
• Further insights on the French WISC-IV factor structure through Bayesian structural equation modeling.

  2013cited by this paper
• Phonological skills and their role in learning to read: a meta-analytic review.

  2012cited by this paper
• Testing practices in the 21st century: developments and European psychologists' opinions

  2012cited by this paper
• A widely applicable Bayesian information criterion

  2012cited by this paper
• Measurement invariance of WISC-IV across normative and clinical samples

  2012cited by this paper
• WISC-IV Profile in High-Functioning Autism Spectrum Disorders: Impaired Processing Speed is Associated with Increased Autism Communication Symptoms and Decreased Adaptive Communication Abilities

  2012cited by this paper
• WISC-IV GAI and CPI in Psychoeducational Assessment

  2011cited by this paper
• Howard Andrew Knox: Pioneer of Intelligence Testing at Ellis Island

  2011cited by this paper
• Factor-analytic models of intelligence.

  2011cited by this paper
• Comorbid ADHD and DCD: examining cognitive functions using the WISC-IV.

  2011cited by this paper
• Structure of the Wechsler Intelligence Scale for Children--Fourth Edition among a national sample of referred students.

  2010cited by this paper
• Neuropsychological Profile on the WISC-IV of French Children With Dyslexia

  2010cited by this paper
• Testing for multigroup invariance of second-order WISC-IV structure across China, Hong Kong, Macau, and Taiwan

  2010cited by this paper
• Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia.

  2010cited by this paper
• WISC-IV and WIAT-II Profiles in Children With High-Functioning Autism

  2008cited by this paper
• Wechsler Intelligence Scale for Children-Third and -Fourth Edition: Predictors of Academic Achievement in Children with Attention-Deficit/Hyperactivity Disorder.

  2007cited by this paper
• Validity of the Full-Scale IQ When There Is Significant Variability Among WISC-III and WISC-IV Factor Scores

  2007cited by this paper
• Interpreting Intelligence Test Results for Children with Disabilities: Is Global Intelligence Relevant?

  2007cited by this paper
• Random intercept item factor analysis.

  2006cited by this paper
• Higher Order, Multisample, Confirmatory Factor Analysis of the Wechsler Intelligence Scale for Children--Fourth Edition: What Does It Measure?.

  2006cited by this paper
• Distinctions Without a Difference

  2006cited by this paper
• Orthogonal higher order structure of the Wechsler Intelligence Scale For Children--fourth edition.

  2006influential reference
• Short-Term Estimates of Growth Using Curriculum-Based Measurement of Oral Reading Fluency: Estimating Standard Error of the Slope to Construct Confidence Intervals

  2006cited by this paper
• Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia

  2005cited by this paper
• Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests.

  2005cited by this paper
• The structure of human intelligence: It is verbal, perceptual, and image rotation (VPR), not fluid and crystallized

  2005cited by this paper
• Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.

  2005cited by this paper
• The cognitive deficits responsible for developmental dyslexia: review of evidence for a selective visual attentional disorder.

  2004cited by this paper
• Cognitive Functioning as Measured by the WISC-R

  2003cited by this paper
• The dissociation of word reading and text comprehension: Evidence from component skills

  2003cited by this paper
• Fractals and Statistics: An R Package Called IFS

  2003influential reference
• IQ interpretation for children with flat and variable test profiles

  2002cited by this paper
• Classification of learning disabilities: An evidence-based evaluation.

  2001cited by this paper
• Essentials of WISC-IV Assessment

  2000cited by this paper
• The Practitioner's View of IQ Testing and Profile Analysis

  2000cited by this paper
• Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system?

  1999cited by this paper
• Long-term stability of the Wechsler Intelligence Scale for Children--Fourth Edition.

  1998cited by this paper
• Visual selective attention and reading efficiency are related in children.

  1998cited by this paper
• Mainstream science on intelligence: An editorial with 52 signatories, history, and bibliography

  1997cited by this paper
• Bayesian Model Selection in Social Research

  1995cited by this paper
• A study and review of developmental dysgraphia in relation to acquired dysgraphia.

  1995cited by this paper
• Human cognitive abilities: Name Index

  1993cited by this paper
• Inference from Iterative Simulation Using Multiple Sequences

  1992cited by this paper
• The nature of human intelligence.

  1968cited by this paper
• Refinement and test of the theory of fluid and crystallized general intelligences.

  1966cited by this paper
• The development of hierarchical factor solutions

  1957cited by this paper
• The Structure of Human Abilities.

  1950cited by this paper
• Educational Psychology

  1930cited by this paper
• General intelligence Objectively Determined and Measured

  1904cited by this paper
• Méthodes nouvelles pour le diagnostic du niveau intellectuel des anormaux

  year unknowncited by this paper

• Sex Differences in Intelligence on the WISC: A Meta-Analysis on Children with Specific Learning Disabilities

  2025cites this paper
• Sex differences in cognition: A meta-analysis of variance ratios in the Wechsler Intelligence Scales for Children

  2024cites this paper
• Sex/gender differences in general cognitive abilities: an investigation using the Leiter-3

  2024cites this paper
• Understanding sex/gender differences in intelligence profiles of children with Autism: A comprehensive WISC meta-analysis.

  2024cites this paper
• Cognitive characteristics of intellectually gifted children with a diagnosis of ADHD

  2023cites this paper
• The Intellectual Profile of Adults with Specific Learning Disabilities

  2023cites this paper
• The structure, profile, and diagnostic significance of intelligence in children with ADHD are impressively similar to those of children with a specific learning disorder.

  2022cites this paper
• Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia

  2022cites this paper
• Structure of working memory in children from 3 to 8 years old.

  2022cites this paper
• Differentiation of general and specific abilities in intelligence. A bifactor study of age and gender differentiation in 8- to 19-year-olds

  2022cites this paper
• GENDER DIFFERNCES IN CHILDREN WITH SLD

  2021cites this paper
• Decoding gender differences: Intellectual profiles of children with specific learning disabilities

  2021cites this paper
• Assessing the Psychometric Utility of IQ Scores: A Tutorial Using the Wechsler Intelligence Scale for Children–Fifth Edition

  2021cites this paper
• The Clock Counts – Length Effects in English Dyslexic Readers

  2019cites this paper