Jason M. Nelson

Developmental and Educational Psychology · 2004–2007

A researcher in the Science corpus: 4 papers; trusts 6 researchers and is trusted by 4 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 16 citations into it; #6,896 of 8,223 by trust here, #5,239 by citations
• Education — 9 citations into it; #5,662 of 11,309 by trust here, #6,058 by citations
• Experimental and Cognitive Psychology — 8 citations into it

Whom Jason M. Nelson trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. P. Lachenbruch
2. Genevieve Manset-Williamson
3. R. Allington
4. Robert M. Klassen
5. Peggy P. Chen
6. Elizabeth A. Linnenbrink
7. J. Chapman
8. Lynn S. Fuchs
9. R. Gersten
10. Anne Mcgill-Franzen

Who trusts Jason M. Nelson overall

1. Jeffrey R. Stowell
2. A. Hoekstra
3. D. Shaffer
4. Genevieve Manset-Williamson

Papers from Jason M. Nelson's perspective

Ordered by how strongly the researchers Jason M. Nelson trusts endorse each paper. Same corpus, a different order for every researcher.

1. The Impact of Summer Setback on the Reading Achievement Gap
2. Intensive Remedial Instruction for Children with Severe Reading Disabilities (Journal of Learning Disabilities)
3. Exploring the accuracy and predictability of the self-efficacy beliefs of seventh-grade mathematics students
4. Using Curriculum-based Measurement to Establish Growth Standards for Students with Learning Disabilities
5. Reading to Learn: Lessons from Exemplary Fourth-Grade Classrooms
6. READING DIFFICULTIES, READING-RELATED SELF-PERCEPTIONS, AND STRATEGIES FOR OVERCOMING NEGATIVE SELF-BELIEFS
7. THE ROLE OF SELF-EFFICACY BELIEFS INSTUDENT ENGAGEMENT AND LEARNING INTHECLASSROOM
8. A Question of Calibration: A Review of the Self-Efficacy Beliefs of Students with Learning Disabilities
9. Learning disabilities, gender, sources of efficacy, self-efficacy beliefs, and academic achievement in high school students.
10. Balanced, Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities: A Comparative Study of Two Approaches

Their papers

• Balanced, Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities: A Comparative Study of Two Approaches (2005) — 143 citations
• Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion (2007) — 360 citations
• The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities (2006) — 106 citations
• Gifted or ADHD? The possibilities of misdiagnosis (2004) — 131 citations