Schellinger T, Beer J
Percept Mot Skills. 1991 Dec;73(3 Pt 2):1225-6. doi: 10.2466/pms.1991.73.3f.1225.
For 50 children in special education from rural north central Kansas school districts (30 boys, 20 girls) were recorded SRA scores (Composite, Reading, Mathematics, and Education Quotient) and WISC-R IQs (Full Scale, Verbal, and Performance). There were no sex differences on any variable and all variables intercorrelated (Pearson) significantly. The two tests gave similar results over-all, confirming that the individually administered WISC-R and the group-administered SRA provide information on children's academic abilities and, used together, give a basis for appropriate judgments regarding academic abilities.
对堪萨斯州中北部农村学区的50名接受特殊教育的儿童（30名男孩，20名女孩）记录了SRA分数（综合、阅读、数学和教育商数）和韦氏儿童智力量表修订版（WISC-R）智商（全量表、言语和操作）。在任何变量上均无性别差异，所有变量之间均显著相互关联（皮尔逊相关）。总体而言，这两项测试给出了相似的结果，证实了单独施测的WISC-R和团体施测的SRA能够提供有关儿童学业能力的信息，并且一起使用可为有关学业能力的适当判断提供依据。
