Riccio, C. A., Cohen, M. J., Hall, J. & Ross, C. M. (1997). The Third and Fourth
factors of the WISC-III: what they don't measure. Journal of Psychoeducational
Assessment, 15 (1), 27-39.
Roid, G. H., Prifitera, A. & Weiss, L. G. (1993). Replication of the WISC-III factor
structure in an independent sample. Journal of Psychoeducational Assessment:
WISC-III Monograph, 11, 6-21.
Roid, G. H. & Worrall, W. (1997). Replication of the Wechsler Intelligence Scale for
Children – Third Edition four-factor model in the Canadian normative sample.
Psychological Assessment, 9 (4), 512-515.
Schooler, D.L., Beebe, M.S. & Koepke, T. (1978). Factor analysis of WISC-R scores
for children identified as learning disabled, educable mentally impaired, and
emotionally impaired. Psychology in the Schools, 15 (4), 478-485.
Scruggs, T.E. & Mastropieri, M.A. (2002). On babies and bathwater: addressing the
problems of identification of learning disabilities. Learning Disability Quarterly, 25
(3), 155-168.
Siekierski, B. M. (2005). Combined factor analysis of the WISC-III and CMS: Does the
resulting factor structure discriminate among children with and without clinical
disorders? 91p. Dissertação de Doutorado. School of Psychology, Texas A&M
University: College Station, Texas, EUA.
Sisto, F. F. (2002). Dificuldades de Aprendizagem. Em F. F. Sisto, E. Boruchovitch, L.
D. T. Fini, R. P. Brenelli & S. C. Martinelli (Orgs.). Dificuldades de Aprendizagem
no contexto psicopedagógico (2a ed., pp. 19-39). Petrópolis, RJ: Vozes.
Slate, J. R. & Jones, C. H. (1995). Preliminary evidence of the validity of the WISC-III
for African American students undergoing special education evaluation.
Educational and Psychological Measurement, 55 (6), 1039-1046.
Snow, J.H., Cohen, M. & Holliman, W.B. (1985). Learning disability subgroups using
clusters analysis of the WISC-R. Journal of Psychoeducational Assessment, 3 (4),
391-397.
Stapleton, C. D. (1997). Basic concepts and procedures of confirmatory factor analysis.
Trabalho apresentado no encontro anual da Southwest Educational Research
Association. Austin, Texas, janeiro de 1997.
Stinnett, T. A., Havey, J. M. & Oehler-Stinnett, J. (1994). Current test usage by
practicing school psychologists: A National Survey. Journal of Psychoeducational
Assessment, 12 (4), 331-350.
Sullivan, P. M. & Montoya, L. A. (1997). Factor analysis of the WISC-III with deaf
and hard-of-hearing children. Psychological Assessment, 9 (3), 317-321.
Tabachnick, B. & Fidell, L. S. (2001). Using multivariate statistics. San Francisco:
Allyn & Bacon.
Tiholov, T. T., Zawallich, A. & Janzen, H. L. (1996). Diagnosis based on the WISC-III
Processing Speed factor. Canadian Journal of School Psychology, 12 (1), 23-34.
Tupa, D. J., Wright, M., & Fristad, M. A. (1997). Confirmatory factor analysis of the
WISC-III with child psychiatric inpatients. Psychological Assessment, 9 (3), 302-
206.
Watkins, M.W., Greenawalt, C.G. & Marcell, C.M. (2002). Factor structure of the
Wechsler Intelligence Scale for Children–Third Edition among gifted students.
Educational and Psychological Measurement, 62 (1), 164-172.