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Robert J. Volpe, Tat Shing Yeung, Gino Casale, Johanna Krull, Amy M. Briesch & Thomas Henneman. (2021) Evaluation of a German language school-based universal screening for student social, emotional, and behavioral risk. International Journal of School & Educational Psychology 9:sup1, pages S10-S20.
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Kelly T. Macdonald, Paul T. Cirino, Jeremy Miciak & Amie E. Grills. (2021) The Role of Reading Anxiety among Struggling Readers in Fourth and Fifth Grade. Reading & Writing Quarterly 37:4, pages 382-394.
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Peter J. Castagna, Matthew Calamia & Thompson E. Davis III. (2021) Can worry and physiological anxiety uniquely predict children and adolescents’ academic achievement and intelligence?. Applied Neuropsychology: Child 10:1, pages 53-64.
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Gerardo Ramirez, Laura Fries, Elizabeth Gunderson, Marjorie W Schaeffer, Erin A. Maloney, Sian L. Beilock & Susan C. Levine. (2019) Reading Anxiety: An Early Affective Impediment to Children’s Success in Reading. Journal of Cognition and Development 20:1, pages 15-34.
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Aria E. Fiat, Clayton R. Cook, Yanchen Zhang, Tyler L. Renshaw, Polocarpio DeCano & Jillian S. Merrick. (2017) Mentoring to Promote Courage and Confidence Among Elementary School Students With Internalizing Problems: A Single-Case Design Pilot Study. Journal of Applied School Psychology 33:4, pages 261-287.
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Sarah Anne Gray, Katherine Dueck, Maria Rogers & Rosemary Tannock. (2017) Qualitative review synthesis: the relationship between inattention and academic achievement. Educational Research 59:1, pages 17-35.
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Jack M. Fletcher & Jeremy Miciak. (2023) Assessment of Specific Learning Disabilities and Intellectual Disabilities. Assessment 31:1, pages 53-74.
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Ryan J. Slaby, C. Nikki Arrington, Jeffrey Malins, Rose A. Sevcik, Kenneth R. Pugh & Robin Morris. (2023) Properties of white matter tract diffusivity in children with developmental dyslexia and comorbid attention deficit/hyperactivity disorder. Journal of Neurodevelopmental Disorders 15:1.
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Erin K. Reid, Yusra Ahmed & Milena A. Keller-Margulis. (2023) Contributions of attentional control, hyperactivity-impulsivity, and reading skills to performance on a fourth-grade state writing test. Journal of School Psychology 99, pages 101220.
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Sharon Vaughn, Amie E. Grills, Philip Capin, Greg Roberts, Anna-Mária Fall & Johny Daniel. (2021) Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties. Journal of Learning Disabilities 55:5, pages 408-426.
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Sarah Fishstrom, Hsuan-Hui Wang, Bethany H. Bhat, Johny Daniel, Jordan Dille, Philip Capin & Sharon Vaughn. (2022) A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children. Journal of School Psychology 92, pages 265-284.
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Elisabet Blok, Isabel K. Schuurmans, Anne J. Tijburg, Manon Hillegers, Maria E. Koopman-Verhoeff, Ryan L. Muetzel, Henning Tiemeier & Tonya White. (2022) Cognitive performance in children and adolescents with psychopathology traits: A cross-sectional multicohort study in the general population. Development and Psychopathology, pages 1-15.
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Sage Winter RianKenneth M. Coll. (2021) Increased Exposure to Nature Reduces Elementary Students' Anxiety. Ecopsychology 13:4, pages 257-264.
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Mesut Yılmaz & Merve Ünal. (2021) Okul öncesi eğitime devam eden 57-68 aylık çocukların okul kaygılarının incelenmesi. Erken Çocukluk Çalışmaları Dergisi 5:2, pages 331-358.
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Bushra Hossain, Stephen Bent & Robert Hendren. (2021) The association between anxiety and academic performance in children with reading disorder: A longitudinal cohort study. Dyslexia 27:3, pages 342-354.
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Joe Bathelt, Anna Vignoles & Duncan E. Astle. (2021) Just a phase? Mapping the transition of behavioural problems from childhood to adolescence. Social Psychiatry and Psychiatric Epidemiology.
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Riitta Virinkoski, Kenneth Eklund, Marja-Kristiina Lerkkanen, Leena Holopainen & Mikko Aro. (2021) Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education. Learning and Individual Differences 85, pages 101956.
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Kristen F. Stack & Bridget V. Dever. (2020) Using Internalizing Symptoms to Predict Math Achievement Among Low-Income Urban Elementary Students. Contemporary School Psychology 24:1, pages 89-101.
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James C. Wiley. (2019) Moral orientations in psychology: contrasting theoretical perspectives. BMC Psychology 7:1.
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Visvaldas Legkauskas, Šarūnė Magelinskaitė-Legkauskienė & Albina Kepalaitė. (2019) Does learning-related social competence in the 1st grade predict academic achievement in the 3rd grade?. Social Psychology of Education 22:3, pages 673-685.
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Franziska NoackLeSage, Georgia L. Shaheen, Thompson E. DavisIIIIII, Peter J. Castagna, Maysa M. Kaskas, Paige Ryan & Megan E. Lilly. (2017) Predicting Reading, Writing, and Mathematics Achievement: Do Anxiety and ADHD Symptoms Add to the Variance Explained by Working Memory and Verbal Reasoning Alone?. Current Psychology 38:3, pages 792-802.
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Deanna A. Francis, Nathan Caruana, Jennifer L. Hudson & Genevieve M. McArthur. (2019) The association between poor reading and internalising problems: A systematic review and meta-analysis. Clinical Psychology Review 67, pages 45-60.
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Tami Katzir, Young-Suk G. Kim & Shahar Dotan. (2018) Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender. Frontiers in Psychology 9.
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Paul T. Cirino, Amanda E. Child & Kelly T. Macdonald. (2018) Longitudinal predictors of the overlap between reading and math skills. Contemporary Educational Psychology 54, pages 99-111.
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Justin D. Garwood, Cheryl Varghese & Lynne Vernon-Feagans. (2017) Internalizing Behaviors and Hyperactivity/Inattention: Consequences for Young Struggling Readers, and Especially Boys. Journal of Early Intervention 39:3, pages 218-235.
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Luciane R. Piccolo, Claudia Hofheinz Giacomoni, Annelise Julio-Costa, Susani Oliveira, John Zbornik, Vitor G. Haase & Jerusa F. Salles. (2016) Reading Anxiety in L1: Reviewing the Concept. Early Childhood Education Journal 45:4, pages 537-543.
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Shira Blicher, Liat Feingold & Michal Shany. (2016) The Role of Trait Anxiety and Preoccupation With Reading Disabilities of Children and Their Mothers in Predicting Children’s Reading Comprehension. Journal of Learning Disabilities 50:3, pages 309-321.
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Christie L. Burton, Jennifer Crosbie, Annie Dupuis, Carol A. Mathews, Noam Soreni, Russell Schachar & Paul D. Arnold. (2016) Clinical Correlates of Hoarding With and Without Comorbid Obsessive-Compulsive Symptoms in a Community Pediatric Sample. Journal of the American Academy of Child & Adolescent Psychiatry 55:2, pages 114-121.e2.
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Sarah A. Gray, Maria Rogers, Rhonda Martinussen & Rosemary Tannock. (2015) Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender. PeerJ 3, pages e939.
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