Data from the manual for the Woodcock-Johnson Revised Achievement Tests (WJ-R) were subjected to an exploratory factor analysis. Two highly correlated oblique factors were found rather than the multi-factor structure posited by the test authors. The major factor, use and comprehension of language, may represent general intelligence. The second factor, number skill, was relatively small. The use of discrepancies among WJ-R scores and between them and measures of intelligence is not warranted for the evaluation of learning disabilities.
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