The Factors of the Illinois Test of Psycholinguistic Abilities: A Comparison of 18 Factor Analyses

Abstract

This study factor analyzed the correlation matrices of a number of studies involving the ITPA. All of the correlation matrices were analyzed on the same program using the same criteria to examine trends between studies. More factors tended to appear as chronological age increased. Although there was little consistency of factor structure between age groups, analysis of three groups at the same age level produced a reasonable amount of consistency. Analysis of the channel, level, and process dimensions of the ITPA revealed that channel differentiation was best achieved for all age levels. For age groups above CA 6–0, it appears that the ITPA was moderately successful in assessing some of the dimensions for which it was intended.

Latent Structure Analysis of Longitudinal Data on Relations Between Intellectual Abilities and School Achievement

“…ITPA. The factor structure of the ITPA has been explored in several studies and discussed in a number of reviews (Kuusinen & Blhfield, 1972;Meyers, 1969;Ryckman & Wiegerink, 1969). They show clearly that the subtests form factors on the basis of communication channels.…”

Illinois test of psycholinguistic abilities summary of research and commentary

“…The author states that the minimum battery of sub-tests that could be administered and still be considered representative of all abilities measured would include the ITPA Auditory-Vocal Sequencing and Auditory-Decoding tests and the PLS echoic gesture and comprehension sub-tests. Three factor analystic studies, used in the Ryckman and Wiegerink research (19) were cited by the author.…”

Visual Perception: Stage One of a Long‐term Investigation Into Cognitive Components of Achievement

“…Visual discrimination, figureground perception, memory, and closure have been significantly associated with reading (Kirk and McCarthy, 1961;Elkind et al, 1965;de Hirsch et al, 1966;Crary and Ridgeway, 1971 ;Stanley and Hall, 1973). Attempts to establish patterns of interactions among various perceptual processes have often relied on measures such as the Frostig Developmental Test of Visual Perception and Illinois Test of Psycholinguistic Abilities whose validity has been questioned (Weiner et al, 1967;Myers and Hammill, 1969;Ryckman and Wiegerink, 1969). The conclusions of Farr and Tuinman (1972) are relevant; they criticise the practice of establishing test validity by computing correlations with existing tests, possibly resulting in shared method variance rather than construct variance.…”