Erratum to “Predicting Reading Literacy and its Improvement in the Polish National Extension of the PISA Study: The Role of Intelligence, Trait- and State-Anxiety, Socio-Economic Status and School-Type” [Learning and Individual Differences 33 (2014) 1–11]

Anxiety and Reading Comprehension of Chinese Children with and without Reading Disabilities: The Role of Processing Speed

“…Briefly, our data replicated previous evidence showing that individuals with reading disabilities tend to have higher contextual anxiety, such as state anxiety, test anxiety, or anxiety specific to an academic subject, than their peers (e.g., Jordan et al, 2014;Peleg, 2009;Tsovili, 2004). This finding echoes the view that reading development may be influenced by state anxiety (e.g., Rajchert et al, 2014).…”