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Welcome to Your

School Resource Guide

 

 

WPS welcome image

 

Schools are the most exciting places in the world. Classrooms, media centers, hallways, gyms, and cafeterias are all laboratories where educators and students are engaged in the continuous experiment of learning.  

When learning goes well, school becomes one of the most significant and even magical experiences a child has, and one that sets them up for a lifetime of success.   

But as we all know, some students need additional support to achieve their full potential and school staff need the right tools to help.

That’s where WPS comes in.

We work with some of the world's most renowned psychological and educational researchers to bring you trusted, validated assessments and intervention materials that assist school staff in discovering the most effective ways to help students.

Throughout our 75-year history, we've helped millions of people and worked with educators and clinicians to answer these two critical questions: What challenges are our students experiencing, and how can we help them thrive?

We’ve prepared this School Resource Guide to share some of the many assessments, intervention guides, and professional training opportunities we provide.

We hope that something in these pages will empower you to better understand a student, discover a path forward, improve a learning difficulty, and unlock the powerful human potential within every person at your school.

 

 

 

Table of Contents


 

 

 

 

Resources for Reading Specialists


 

Teacher reading to young students

 

A reading specialist wears a lot of hats. As a leader in your district, you’re charged with analyzing the reading needs of an entire school (sometimes even an entire district) and with creating a plan to meet various needs. Your colleagues view you as a reading expert and literacy coach who keeps your peers up to date on research and best practices. You may even act as a bridge between school and home, or between faculty and administration. And then there is the student with reading difficulties. To that student, you’re an advocate and, often, a teacher.

 

The role of a reading specialist is both multifaceted and expanding.

Budgetary constraints and staff limitations mean every member of the faculty and administration is doing more work. Reading specialists are no exception. And with more states seeking to close the gap between the science of reading and accepted teaching practices, you are spending more of your time training colleagues who are moving from balanced literacy to structured literacy in the classroom.

 

Reading specialists are vital to student success. 

With the nation facing wisespread reading challenges, your work as a reading specialist is more important than ever.

When you change one child’s reading journey, you open up a world of possibilities for that child. That’s because reading skills affect almost every area of a student’s whole life: physical and mental health, long-term educational outcomes, employability, and even lifetime earning capacity (John et al., 2022).  

Engaging and empowering young readers is part of your professional identity. It’s what you do for many children every day. WPS shares that passion. We can help you:

  • choose the reading and dyslexia screeners and assessments that best match your school’s needs,
  • train your colleagues in the use of evidence-based assessments and interventions,
  • deepen your understanding of each student’s unique reading profile, and
  •  support your colleagues as they implement interventions and monitor progress.

We invite you to reach out to our Business Development Manager, Stephanie E. Roberts, MA, CAS, who works with general educators, special educators, educational diagnosticians, and counselors, via email or her direct line at 424.488.4902 to learn more about these reading and dyslexia resources.

 

 

Reading Assessment Resources 

Early Literacy & Reading Readiness 

 

Reading & Language Comprehension  

 

Comprehensive Reading  

 

Fluency  

 
 

Shareable Infographics

Dyslexia Symptoms to Look For When Testing at Different Stages 

Strategies to Improve Word Reading Skill in Struggling Readers 

Types of Phonological Processes 

Pragmatics: 6 Constructs of Formal Assessment 

Shareable Reading Blogs

How to Assess the Five Components of Reading this School Year 

What to Know About Dyslexia’s Comorbidities 

Are Your Dyslexia Assessments Falling Short? 

Challenges in Testing for Dyslexia 

Free Webinars

Dyslexia 101: Understanding Dyslexia and Its Impact on Reading, Spelling, and Self-Esteem 

Best Practices in Dyslexia Assessment 

Challenges in Dyslexia Assessment 

 

 

Looking for practical guidance on elementary school reading instruction? Explore Providing Reading Interventions for Students in Grades 4-9, a practice guide prepared by the National Center for Education Evaluation.

 

 

 

 

 

Resources for Principals & School Leadership


 

School leadership meeting

 

Strong school leadership is as essential for student success as it is for teacher retention. Wallace Foundation researchers analyzed two decades of education research, finding that principals have nearly as great an impact on student achievement as teachers do. That impact is most positive when principals:

  • shape the instructional practices of teachers through effective coaching and evaluation;
  • build trust, teamwork, and a culture of continual learning;
  • facilitate genuine collaboration; and
  • manage staff and school resources to achieve important aims (Grissom et al., 2021).

Yet principals and other school leaders are facing some pretty significant challenges today. In its most recently published survey, the National Association of Secondary School Principals (NASSP) reported that 73% of school leaders felt they needed significant help with their emotional or mental health last year. Around half said the level of stress was high enough that they were considering a career change. School leaders also expressed concern over school climate, student behavior, student mental health, and staffing shortages. In addition, less than 50% of school leaders said their schools were meeting the needs of students with physical disabilities, while just 43% said their schools were meeting the needs of students with learning disabilities.

Other principals say tight budgets, resource shortages, and staffing problems are causing record levels of concern. School leaders are working harder than ever—and some worry they’re still not meeting students’ needs. A 2023 survey conducted by the National Association of Secondary School Principals (NASSP) showed that 43% of school leaders did not feel their school was meeting the needs of students with learning disabilities, for example.

 

Good principals need good partners. 

WPS is here to help. We are experts at partnering with school leaders, school psychologists, and educators to identify and meet student needs. As a leading developer of the world’s most trusted academic, developmental, social–emotional, and behavioral assessments, we create affordable, effective, and easy-to-use products. Therefore, you can gather the data your teachers need to make strong instructional decisions and collaborate to improve student outcomes.

WPS also provides evidence-based interventions to support and inform instruction. We’re on hand as your partner throughout the school year with world-class customer support and training to ensure that your staff can seamlessly adopt these tools to support learning, growth, and well-being.

Although WPS can’t solve every problem a principal faces during the day, we can help you address parents’ concerns, clear the path to student achievement and well-being, and make your teachers’ jobs a little easier.  

 

Products to Address Learning Interruption and Achievement

 

Behavioral and Mental Health Products 

  

 

Resources for Principals & School Leadership 

Online Assessments & Progress Monitoring 

Recommended Reading for Women in School Leadership 

National Conference of State Legislatures Education Bill Tracking  

CDC Recommended Professional Development Practices for Educators 

Shareable Blogs

How to Assess the Five Components of Reading This School Year 

Task Force Recommends Anxiety Screening for Kids 8–18 

Five Practical Reasons We Need Universal SEL Screening 

How to Communicate with Families to Build Trust, Connection, and Engagement 

How WPS Protects Protected Health Information and Your Data 

Free Webinars

How Schools Develop Comprehensive Behavior Supports for Students Using the BIMAS-2 Assessment 

How Cyberbullying Impacts Students on and off the Autism Spectrum 

Sustaining Your Resilience in Stressful Times series

 

 

Looking for even more inspiration? Check out Leading Forward: The Listening and Learning Tour, an exploration of innovative ideas from schools across the U.S., by Gregg Wieczorek, president of the National Association of Secondary School Principals.

 

 

 

 

Resources for Directors of Curriculum & Instruction


 

Director of curriculum and instruction discussing goals for the year with colleagues

 

In the RAND Corporation’s Fifth American School District Panel Survey, school leaders across the country identified unfinished instruction as a top concern facing schools. To address this concern, researchers recommended that districts identify which specific learning gaps exist for different groups of students—and then target those areas with effective academic interventions.

That’s excellent guidance. Following it can be challenging, especially for directors of curriculum and instruction tasked with course-correcting after learning interruptions in many different content areas.

 

Where statewide assessments fall short 

State-mandated standardized tests don’t always provide a detailed look at the skills that need improvement. Take reading skills, for example. State assessments may yield information about a student’s reading comprehension, but they don’t explore why a student doesn’t understand the text. Without that information, teachers can’t differentiate instruction to close each student’s gaps.

And statewide academic assessments do not generally capture information about aspects of the curriculum such as social–emotional learning and mental health, two other areas of vital concern for educators.

 

Where WPS can make a difference 

To create the fullest picture of each student’s skills, abilities, and needs, you need a year-round partnership with an assessment provider that can deliver insights into a wide range of academic, behavioral, and mental health data.

WPS knows those assessments need to be affordable. They need to be easy for teachers to use. And most important: The information they provide must be reliable. We provide some of the world’s most trusted assessments. We are experts at partnering with school districts to deliver training, top-notch customer service, and guidance about which assessments each district needs to meet their unique curriculum and instructional needs.  

See how we can help you complete unfinished instruction with validated assessments and evidence-based interventions.

 

Reading Assessments

Early Literacy & Reading Readiness 

Reading & Language Comprehension  

Comprehensive  

 

Shareable infographics

Strategies to Improve Word Reading Skill in Struggling Readers 

Making Sense of Multiple Assessments With a Treatment-Informed Evaluation Framework 

Online Assessments & Progress Monitoring 

Shareable Blogs

How to Assess the Five Components of Reading This School Year 

How to Interpret Sensitivity and Specificity 

The Benefits of Online Assessments, Scoring, and Intervention Monitoring 

 

 

Instructional Methods Can Build Math Self-Efficacy 

Research shows that students can develop a “can-do” attitude in math when instruction includes these four elements: anxiety coping skills, expert modeling, mental practice, and social feedback on the student’s effort (Huang et al., 2020). Bonus: Using the strategies together lowered math test anxiety in study participants.

 

 

 

 

Resources for Elementary School Teachers


 

Classroom full of students working diligently.

 

Few jobs require the creativity, skill, flexibility, and sheer endurance of an elementary school teacher. In a single week, you might be called upon to:

  • Plan engaging lessons that meet your state standards and the needs of many different students
  • Instruct students in a range of subject areas, including academic, elective, and social–emotional curricula
  • Use varied assessments to see what’s working, what’s not, and who’s having trouble
  • Pay close attention to the social interactions and emotional development of your students
  • Organize and supervise field learning experiences
  • Communicate with administrators, families, students, and colleagues
  • Carry out a host of extra duties to benefit your school community
  • Mentor or guide less experienced teachers
  • Develop your own professional skills

No teacher on earth, no matter how outstanding, should tackle this to-do list alone.

 

How WPS can help you with student learning 

You already know that statewide assessments can shed light on what a student has learned throughout the year. But what about right now? Your skillfully created classroom assessments, both formative and summative, can help you track progress. But if a student isn’t making progress, you may need to understand more about why.

WPS provides some of the most trusted assessments in the world. Many are designed to give you quick and valuable insights right in your classroom. Others allow you to share your observations with school psychologists, special education teachers, and others on your team to develop comprehensive interventions.

 

How WPS can help you after an assessment, too 

Many of our assessments pair evidence-based interventions with assessment results so there’s no guesswork about how to move forward. We provide the tools, and we teach you how to use them—saving you time and frustration.

Whether you’re looking for a screener or something more, WPS offers resources to help you understand your students, plan and deliver the right interventions, and guide your students to new capabilities.

We invite you to reach out to our Business Development Manager, Stephanie E. Roberts, MA, CAS, who works with general educators, special educators, educational diagnosticians, and counselors, via email or her direct line at 424.488.4902 to learn more about WPS resources.

 

Reading Resources 

 

Social–Emotional Learning Resources

 

Shareable infographics

Dyslexia Symptoms to Look For When Testing at Different Stages 

Strategies to Improve Word Reading Skill in Struggling Readers 

Types of Phonological Processes 

How to Create a Sensory-Friendly Classroom 

Early Childhood Development Stages & Beyond 

Shareable Blogs

How to Assess the Five Components of Reading This School Year 

What Do We Know About ADHD Symptoms Across the Lifespan? 

Five Practical Reasons We Need Universal SEL Screening 

How to Communicate with Families to Build Trust, Connection, and Engagement 

 

 

For a deeper look at math interventions that work, read Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades, a practice guide prepared by the National Center for Education Evaluation and Regional Assistance. 

 

 

 

 

Resources for School Counselors & School Psychologists


 

School psychologist with a student participating in an exercise.

 

The scope of work for school counselors and psychologists is truly breathtaking. Is there anyone on campus who doesn’t need you? Districts enlist you to offer counseling services in crises and during natural disasters. Administrators count on you to nurture a healthy school climate. Faculty depend on your expertise to plan and teach social–emotional and mental health curricula. Students need you to help them understand their academic, social, and behavioral challenges. Families rely on you to guide them through assessments, evaluations, IEP meetings, mediations, and other processes. And health professionals and social workers in the community trust you to liaise with them in arranging the services students need to succeed.

WPS can put trusted tools in your hands to help you achieve much more in each area of your life-changing work.

 

How WPS can help with social–emotional learning (SEL) 

When districts are focused on academic learning gains, it can be hard to get buy-in for SEL curricula from administrators and colleagues. One key strategy is to bring the data. WPS has validated inventories and assessments to show where students really are with:

  • Social–emotional skills
  • School motivation and learning strategies 
  • Behavior intervention monitoring 
  • Self-concept 
  • Resilience factors 

Equipped with data, visuals, and insights about your students, you can make the case for evidence-based SEL interventions—and you can track the effectiveness of your SEL interventions.

 

How WPS can help you evaluate, identify, and address learning disorders 

When a teacher or parent refers a student for evaluation, you need to be able to clarify the reasons that the student is struggling. Is there a gap in the multitiered system of supports? Are interventions falling short? Is there a social or emotional explanation? Is there evidence of a learning disorder—or could it be a combination of these factors?

Clear diagnoses are possible when you have the condition-specific tools you need to measure diagnostic criteria. Validated assessments are one important component in a comprehensive evaluation. In fact, many states and districts use them to help determine eligibility for services.

 

How WPS can help you identify neurodevelopmental and mental health conditions 

Researchers agree that early intervention improves outcomes for students living with complex neurodevelopmental conditions such as autism and attention-deficit/hyperactivity disorder (ADHD). WPS provides validated assessments to help you identify these conditions and others that may overlap or occur at the same time.   

In addition, the U.S. Preventive Services Task Force now recommends that students in K–12 schools be screened for anxiety and depression—a task you can accomplish quickly and reliably using trusted WPS screeners and assessments.

Neurodevelopmental Assessments 

 

Mental Health and Behavioral Assessments  

 

 

Shareable infographics

Key Challenges Faced by School Psychologists Today 

Early Childhood Development Stages & Beyond 

Making Sense of Multiple Assessments With a Treatment-Informed Evaluation Framework 

Autism Assessments: Which One Is Right for You? 

Enhance Your Adaptive-Behavior Evaluations 

CDC: School and Family Connections in Adolescence Linked to Positive Health Outcomes in Adulthood 

Shareable Blogs

New Study Highlights the Need to Assess Mental Health in Autistic Youth 

Many School Mental Health Professionals Feel Invisible. Here’s Why  

What Do We Know About ADHD Symptoms Across the Lifespan? 

Six Key Messages from NASP’s 2022 Position Statement on Identifying Specific Learning Disabilities 

Are Your Evaluations Equitable for People with Disabilities? 

Task Force Recommends Anxiety Screening Kids 8-18 

Best Practices in Autism Assessment 

Seven Reasons an Accurate Diagnosis Is Vital with ASD and ADHD 

Setting Yourself Up for Success: Preventative Self-Care for Practitioners 

Free Webinars

What Am I Treating? Case Conceptualization and Treatment-Informed Evaluation in Childhood Developmental, Behavioral, and Emotional Disorders 

Assessing Sensory Integration and Processing in Individuals with Developmental Disabilities 

The Autistic Experience Across the Lifespan: Considerations for Improved Clinical Practice 

How Schools Develop Comprehensive Behavior Supports for Students Using the BIMAS-2 Assessment 

Reveal Their Story: How the MIGDAS-2 Process Individualizes Autism Assessments 

Anxiety: Recognizing and Assessing for Intervention 

Sustaining Your Resilience in Stressful Times series 

SEL as a Foundation to Safe, Supportive, and Equitable Schools 

Using Social and Emotional Competence Assessment to Support Teaching, Learning, and Student Success 

 

 

 

Know the Barriers to SEL Implementation 

In a 2022 survey by the EdWeek Research Center, educators said they face these barriers in implementing SEL programs:  

  • Schools are focused on academic catching up 
  • Teachers need professional development to understand SEL 
  • Mental health and social–emotional needs among students are overwhelming.

Explore WPS online SEL resources for schools here

 

 

 

 

Resources for Special Education Teachers


 

Special education teacher working with a student.

 

Special education is an immense field staffed by remarkably dedicated specialists. It aims to meet the educational needs of students with:

  • Learning disabilities
  • Neurodevelopmental conditions
  • Physical disabilities
  • Sensory differences
  • Intellectual disabilities
  • Chronic health conditions
  • Emotional or behavioral disorders
  • Any other condition that affects their ability to learn

As a special education teacher, you’re part of the team that decides which students receive special education services. Toward that end, you gather data on student performance throughout the year—and yet you know that no student can ever be reduced to a number.

Even so, scores can be used to make important decisions about whether a student is eligible for services and accommodations that can be life changing. The question for many special education teachers is this: How can you use data to discover—rather than to define—a student? That question takes on added importance when you’re working to reduce inequities and open up possibilities for all your students.

 

How WPS can help you ensure your assessments are inclusive 

One strategy is to include validated assessments as a single component in a comprehensive evaluation. You can vary the types of assessments you use: Observations, interviews, rating scales, and standardized tests each yield different kinds of information. When you combine assessment data with information you gather from teachers, coaches, families, caregivers, and other health professionals, you can create a fuller, clearer picture of the student at the heart of your evaluation.

WPS assessments are normed using U.S. census data, so they’re representative of the overall population. Many WPS tests are available in multiple languages and can be administered online or in person to help you meet the needs of students with disabilities. Our Business Development Manager, Stephanie E. Roberts, MA, CAS, who works with general educators, special educators, educational diagnosticians, and counselors, is available to discuss appropriate accommodations for the tests you plan to administer via email or her direct line at 424.488.4902

 

How WPS can help you improve evaluation accuracy 

With growing caseloads and expanding responsibilities, it’s more important than ever to use validated assessments that measure diagnostic criteria accurately. Inaccurate results waste time and delay effective interventions.  

Here’s an example. If a student’s response to reading interventions has raised concerns about a learning disorder, you need an assessment—such as the Tests of Dyslexia (TOD™)—that can help you identify dyslexia. If you’re also concerned about the higher risk of ADHD among students with dyslexia, you may feel it’s also important to assess ADHD symptoms using a measure such as the Conners 4. If a student’s self-esteem has been affected by reading and attention difficulties, you may decide to screen for anxiety and depression as well. WPS offers a wide range of diagnostic assessments to help you accurately describe the capabilities and meet the needs of each student in your care.

It’s also important to expand access to diagnostic testing for every student in need. Many digital assessments can be administered and scored online, which gives you greater flexibility in how, when, and where to carry out evaluations.

 

What Stops People From Collecting Data for IEP Goals?

In a 2018 study involving special educators, researchers found that just 21% consistently collected data for IEP goals. The biggest roadblock to good data collection? The educator’s perceived behavioral control. Did the educator believe it was possible to collect the data they needed? Time, caseloads, schedules, and unclear measurement systems all factored into teachers’ beliefs about their ability to gather the necessary data (Ruble et al., 2018).

  

 

Top 10 Assessments for Special Educators 

 

Other Assessments for Learning Disabilities and Differences 

 

Neurodevelopmental Assessments 

 

 

Shareable infographics

Dyslexia Symptoms to Look For When Testing at Different Stages 

Strategies to Improve Word Reading Skill in Struggling Readers 

Types of Phonological Processes 

Pragmatics: 6 Constructs of Formal Assessment 

National Institute of Child Health and Human Development: Does Your Child Struggle with Math? 

National Institute of Child Health and Human Development: Building Language Skills from Birth 

Shareable Blogs 

Understanding the Complicated Interplay of Autism and ADHD 

How to Assess the Five Components of Reading This School Year 

What to Know About Dyslexia’s Comorbidities 

Are Your Dyslexia Assessments Falling Short? 

How Do You Choose the Right Dyslexia Assessment for Your Student? 

What Do We Know About ADHD Symptoms Across the Lifespan? 

Making Sense of Multiple Assessments With a Treatment-Informed Evaluation Framework 

Are Your Evaluations Equitable for People with Disabilities? 

Free Webinars

Dyslexia 101: Understanding Dyslexia and Its Impact on Reading, Spelling, and Self-Esteem 

Best Practices in Dyslexia Assessment 

Challenges in Dyslexia Assessment 

Reveal Their Story: How the MIGDAS-2 Process Individualizes Autism Assessments 

The Autistic Experience Across the Lifespan: Considerations for Improved Clinical Practice 

 

  

 

Numbers to Know  

In studies, children with learning disabilities are 2–8 times more likely to have clinical-level behavioral–emotional difficulties (Aro et al., 2022).

30%–50% of students with a reading disability also experience math disability, and 25%–50% of those with a reading disability also experience ADHD (Grigorenko et al., 2020).

According to the Centers for Disease Control and Prevention (CDC), about 14% of children with ADHD also have autism (CDC, 2022).

Interventions for reading disabilities are twice as effective if they’re begun in Grades 1 or 2 as they are if interventions start in Grade 3 (Grigorenko et al., 2020).

 

 

 

 

Self-Care, Well-Being … and Assessment?


 

Tree leaves

 

For many educators, the culture of high-stakes testing has turned “assessments” into a negative word—one associated with skepticism, stress, and a fear of failure. Students, teachers, and administrators alike share the uncomfortable worry that they might not measure up. Researchers have found that this kind of shared test anxiety can change an entire school climate … and ultimately result in lower test scores (Wood et al., 2016).

These are simply not the kinds of assessments WPS provides.

We develop assessments that help us understand each other. These assessments help you describe what students can do, where they excel, and where they need more support. As one of our authors, Dr. Marilyn Monteiro, has said, a good assessment helps you “tell the strengths-based story” of the student.

Let’s reconsider the purpose of a good assessment and reclaim its power.

Here's what research says about how you can take care of yourself and your students while giving and taking assessments:

  • Drink up. Getting enough water probably won’t make test scores soar. But staying hydrated has been shown to improve attention, mood, short-term memory, and reaction time, so make sure you and your students are well-watered before any test (Zhang et al., 2019).
  • Breathe deeply. Small studies have found that daily mindful breathing can lower test anxiety. When a group of English language learners practiced breathing exercises in class, they told researchers the learning environment was “tranquil.” They felt more peace, more empathy, and less test anxiety (Tasan et al., 2021).
  • Exercise regularly. An analysis of 15 studies found that while a one-time short exercise intervention didn’t reduce test anxiety, 20 minutes of aerobic exercise twice a week over 4 weeks did lower stress levels in students (Zhang et al., 2022). Download this CDC infographic, which illustrates the link between exercise and academic achievement.
  • Stay in the present moment. It’s easy to worry about outcomes when it’s test-taking time. But there is some evidence that mindfulness—a practice that often includes strategies like meditation, reflection, body scans, and acceptance—lowers test anxiety for some people (Shahidi et al., 2017).

 

 

 

 

Our Invitation


 

 

For 75 years, WPS has been helping clinicians and educators understand and unlock potential within those they serve. What began with a single assessment to measure the effects of trauma on U.S. veterans has grown into a wide-ranging catalog of the most trusted, effective assessments in the world today.

WPS works with renowned researchers, educators, and clinicians to develop validated tests and evidence-based interventions. Our test authors trust us because we hold them in high regard. They understand that WPS is made up of professionals who know—many from personal experience—that the right diagnosis and early intervention can change lives. For the better. Forever.

We invite you to explore the resources WPS can offer you and your school this year. As educators, you have our utmost respect, along with our commitment to be year-round partners in achieving great outcomes for your staff and students.

 

 

Research and Resources:

 

Aro, T., Eklund, K., Eloranta, A. K., Ahonen, T., & Rescorla, L. (2022). Learning disabilities elevate children’s risk for behavioral–emotional problems: Differences between LD types, genders, and contexts. Journal of Learning Disabilities, 55(6), 465–481. https://doi.org/10.1177/00222194211056297

Centers for Disease Control and Prevention. (2022, August 9). Data and statistics about ADHD. https://www.cdc.gov/ncbddd/adhd/data.html

Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37–51. https://doi.org/10.1037/amp0000452

Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. Wallace Foundation. http://www.wallacefoundation.org/knowledge-center/Documents/How-Principals-Affect-Students-and-Schools.pdf

Huang, X., Mayer, R. E., & Usher, E. L. (2020). Better together: Effects of four self-efficacy-building strategies on online statistical learning. Contemporary Educational Psychology, 63, 101924. https://doi.org/10.1016/j.cedpsych.2020.101924

John, A., Stott, J., & Richards, M. (2022). Childhood reading problems and cognitive ageing across mid to later life. Journal of Epidemiology and Community Health, 76(1), 67–74. https://doi.org/10.1136/jech-2020-215735

Ruble, L. A., McGrew, J. H., Wong, W. H., & Missall, K. N. (2018). Special education teachers’ perceptions and intentions toward data collection. Journal of Early Intervention, 40(2), 177–191. https://doi.org/10.1177/1053815118771391

Shahidi, S., Akbari, H., & Zargar, F. (2017). Effectiveness of mindfulness-based stress reduction on emotion regulation and test anxiety in female high school students. Journal of Education and Health Promotion, 6, 87. https://doi.org/10.4103/jehp.jehp_98_16

Tasan, M., Mede, E., & Sadeghi, K. (2021). The effect of pranayamic breathing as a positive psychology exercise on foreign language learning anxiety and test anxiety among language learners at tertiary level. Frontiers in Psychology, 12, 742060. https://doi.org/10.3389/fpsyg.2021.742060

Wood, S. G., Hart, S. A., Little, C. W., & Phillips, B. M. (2016). Test anxiety and a high-stakes standardized reading comprehension test: A behavioral genetics perspective. Merrill-Palmer quarterly (Wayne State University Press), 62(3), 233–251. https://doi.org/10.13110/merrpalmquar1982.62.3.0233

Zhang, N., Du, S. M., Zhang, J. F., & Ma, G. S. (2019). Effects of dehydration and rehydration on cognitive performance and mood among male college students in Cangzhou, China: A self-controlled trial. International Journal of Environmental Research and Public Health, 16(11), 1891. https://doi.org/10.3390/ijerph16111891

Zhang, X., Li, W., & Wang, J. (2022). Effects of exercise intervention on students’ test anxiety: A systematic review with a meta-analysis. International Journal of Environmental Research and Public Health, 19(11), 6709. https://doi.org/10.3390/ijerph19116709