Scores of blind and partially sighted children on verbal WISC scales were compared with those of sighted children in an attempt to discover whether the factor structures of the two groups corresponded. Score differences were caused mainly by the Comprehension and Digit Span subtests, blind and partially sighted children scoring lower than sighted children on the former, but higher on the latter. Intercorrelations among subtest scores were substantially stronger for blind children, with the exception of Digit Span. For sighted children, subtest scores were much more scattered, though scores on Information and Vocabulary, and Arithmetic and Digit Span, fell relatively close together.
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