The University of Georgia Regents' Center for Learning Disorders

Recent Journal Articles Published by Staff

Banerjee, M. & Gregg, N. (in press). Redefining accessibility in an era of alternative media for postsecondary students withlearning dsabilities. Learning Disabilities: a Multipdisciplinary Journal.
Bowden, S., Gregg, N., Bandalos, D., Davis, M., Coleman, C., Holdnack, J. & Weiss, L. (in press). Latent means and covariance differences with measurement equivalence in college students with developmental difficulties versus the WAIS-III/WMS-III normative sample. Journal of Educational and Psychological Measurement.
Coleman, C., Gregg, N., McLain, L., & Belair, L. (in press). A comparison of spelling performance across young adults with and without dyslexia. Assessment for Effective Intervention.
Gregg, N., Bandalos, D., Coleman, C., Davis, M., Robinson, K., & Blake, K. (in press). The validity of a battery of phonemic and orthographic awareness tasks for adults with and without dyslexia and Attention Deficit/Hyperactivity Disorder. Journal of Remedial and Special Education.
Lindstrom, J.H. & Tuckwiller, E. (in press). Extended test time, read aloud and student characteristics: A summary of empirical findings. Learning Disabilities: A Multidisciplinary Journal.
Rinn, A.N. & Nelson, J.M. (in press). Pre-service teachers' perceptions of behaviors characteristic of ADHD and giftedness. Roeper Review.
Stowell, J.R. & Nelson, J.M. (2008). Benefits of electronic audience response systems on student participation, learning, and emotion. Teaching of Psychology, 34, 253-258.
Gregg, N. (2007). Underserved and under-prepared: Postsecondary learning disabilities. Learning Disabilities Research and Practice, 22(4), 219-228.
Gregg, N., Coleman, C., Davis, M., & Chalk, J. (2007). Timed essay writing - Implications for high-stakes tests. Journal of Learning Disabilities, 40(4), 306-318.
Gregg, N., Coleman, C., Lindstrom, J., & Lee, C. (2007). Who are most, average, or high functioning Adults. Learning Disabilities Research and Practice, 22(4), 264-274.
Lindstrom, J. (2007). Determining appropriate accommodations for postsecondary students with reading and written expression disorders. Learning Disabilities Research and Practice, 22(4), 229-236.
Lindstrom, J. & Gregg, N. (2007). The role of extended time on the SAT reasoning test for students with disabilities. Journal of Learning Disabilities Research and Practice, 22(2), 85-95.
Machek, G.R. & Nelson, J.M. (2007). How should reading disabilities be operationalized?: A national survey of school psychologists. Learning Disabilities Research and Practice, 22, 147-157.
Nelson, J.M. (2007). Psychometric evaluation of the Mountain Shadows Phonemic Awareness Scale with a kindergarten sample. Jounal of Psychoeducational Assessment.
Nelson, J.M., Canivez, G.L., Lindstrom, W., & Hatt, C.V. (2007). Higher-order exploratory factor analysis of the Reynolds Intellectual Assessment Scales with a referred sample. Journal of School Psychology, 45, 439-456.
Nelson, J.M., & Machek, G.R. (2007). A survey of training, practice, and competence in reading assessment and intervention. School Psychology Review, 36, 311-327.
Wolfe, G., & Lee, C . (2007). Promising practices for providing alternative media to postsecondary students with print disabilities. Learning Disabilities Research and Practice, 22(4), 256-263.
Gregg, N. (2006). Thinking Beyond: Learning Disabilities and Psychological Assessment. Journal of Psycho-educational Assessment.
Gregg, N., Coleman, C., Davis, M., Lindstrom, W., & Hartwig, J. (2006). Critical issues for the diagnosis of learning disabilities in the adult population. Psychology in the Schools, 43(8), 889-898.
Elder-Hinshaw, R., Manset-Williamson, G., Nelson, J.M., & Dunn, M.W. (2006). Engaging older students with reading disabilities: Multimedia inquiry projects supported by reading assistive technology. Teaching Exceptional Children, 39, 6-11.
Mather, N., & Gregg, N. (2006). Specific learning disabilities-Clarifying not eliminating a construct. Professional Psychology: Research and Practice.
Nelson, J.M., & Manset-Williamson, G. (2006). The impact of explicit, self-regulatory reading comprehension instruction on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities. Learning Disability Quarterly, 29, 213-230.
Nelson, J.M., Rinn, A.N., & Hartnett, D.N. (2006). The possibility of misdiagnosis of giftedness and ADHD still exists: A response to Mika. Roeper Review, 28, 243-248.
Cohen, A., Gregg, N., Deng, M. (2005). The role of extended time and item content on a high-stakes mathematics test. Journal of Learning Disabilities Research and Practice, 20, 225-233.
Gregg, N., Hoy, C., Flaherty, D.A., Norris, P., Coleman, C., Davis, M., & Jordan, M. (2005). Documenting decoding and spelling accommodations for postsecondary students demonstrating dyslexia - It's more than processing speed. Learning Disabilities: A Contemporary Journal,3, 1-17.
Manset-Williamson, G. & Nelson, J.M. (2005). Balanced, strategic reading insruction for upper elementary and middle school students with reading disabilities: A comparative study of two approaches. Learning Disability Quarterly, 28, 59-74.
Mather, N., Gregg, N., & Simon, J. (2005). The curse of high stakes tests and high abilities: Reactions to Wong v. Regents of the University of California. Learning Disabilities: A Multidisciplinary Journal,13,139-144.
Hartnett, D.N., Nelson, J.M., & Rinn, A.N. (2004). Gifted or ADHD? The possibilities of misdiagnosis. Roeper Review, 26, 73-77.
Jiménez, J.E., Gregg, N., & Díaz, A. (2004). Evaluación de habilidades fonológicas y ortográficas en adolescentes con dislexia y adolescentes buenos lectores [Assessment of sublexical and lexical processing of Spanish young adults with reading disabilities and young adults normal readers]. Infancia & Aprendizaje. Journal for the Study of Education and Development, 27 (1), 63-84.
Darby, A., & Gregg, N. (2003). Equal access for all: The law profession for individuals with learning disabilities. Career Planning and Adult Development Journal.
Gregg, N., Coleman, C., & Davis, M. (2002). Discourse complexity of college writers with and without disabilities. Journal of Learning Disabilities, 35(11), 23-38.
Gregg, N., & Mather, N. (2002). School is fun at recess: Informal assessment of written language. Journal of Learning Disabilities, 35(11), 23-38.
Ferri, B.A., Keefe, C.H., & Henry, L., Gregg, N. (2001). Teachers with learning disabilities: A view from both sides of the desk. Journal of Learning Disabilities, 34, 22-32.
Gregg, N., Ferri, B.A., Stennett, R., & Hoy, C. (2001). Ability and gender differences among college students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 10(3), 139- 152.
Ferri, B.A., & Gregg, N. (2000). Women with disabilities: Missing voices. Women's Studies International Forum.
Gregg, N., & Scott, S. (2000). Definition and documentation: Theory, measurement and the court. Journal Of Learning Disabilities, 33(1), 5-13.
Scott, S., & Gregg, N. (2000). Meeting the evolving education needs of faculty in providing access for college students with learning disabilities. Journal of Learning Disabilities, 33(2), 158-167.
Gregg, N., Scott, S., McPeek, D., & Ferri, B.A. (1999). Definitions and eligibility criteria applied to the adolescent and adult populations with learning disabilities across agencies. Learning Disabilities Quarterly, 22(3), 213-223.