The Structure of Intellect Learning Abilities (SOI-LA) tests are widely used in gifted screening and the diagnosis of learning difficulties. Although the Figural, Symbolic, and Semantic dimensions of the tests have been employed as a prescriptive tool for matching students to appropriate methods of reading instruction, the factorial validity of these dimensions has not been widely investigated. Using a normative sample of 2nd-grade pupils (N =364), this study relied upon multiple-group factor analysis to confirm the hypothesized dimensions. The dimensions were generally confirmed with the Figural factor being the most clearly defined.
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