Jason M. Nelson

TL;DR: A meta-analysis of the empirical literature on anxious symptomatology among school-aged students with learning disabilities (LD) in comparison to their non-LD peers indicates that students with LD had higher mean scores on measures of anxiety.

TL;DR: Results indicated no differences between the college-level groups, although a main effect for gender was found and trended toward females with dyslexia reporting more symptoms of depression and anxiety than did males with Dyslexia.

TL;DR: The authors compared a reading intervention that consisted of explicit, self-regulatory strategy instruction to a strategy inter-vention that was less explicit to determine the impact on the read- ing-specific self-efficacy, attributions, and affect of students with reading disabilities.

TL;DR: Structural and incremental validity of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) was examined with a sample of 300 individuals referred for evaluation at a university-based clinic and indicated that the Full Scale IQ generally accounted for medium to large portions of academic achievement variance.

TL;DR: The factor structure of the Reynolds Intellectual Assessment Scales (RIAS) was investigated with a large (N=1163) independent sample of referred students (ages 6-18) as mentioned in this paper.