The present study examined whether literacy difficulties in both grades 2 and 3 are associated with social and generalized anxiety within the school environment in grade 5 and if children with different literacy difficulties differ in anxiety levels compared to typically developing children in grade 5 after controlling for inattention. Sixty-nine Greek children with literacy difficulties and fifty-two children with typical literacy development were assessed at the beginning of grade 2 and at the end of grade 3 on standardized literacy measures (reading accuracy, text-reading fluency, reading comprehension, and spelling). In grade 5, teachers were asked to rate their children’s social and generalized anxiety levels and inattentive behavior in the school context. Results of one-way ANCOVAs showed that children with literacy difficulties were experiencing more social anxiety than typically developing children. Furthermore, children with both reading and spelling difficulties, but not those with single reading or spelling difficulties, had more social anxiety. These findings suggest that there is a close connection between early literacy difficulties and social anxiety in upper elementary grades and particularly among children with both reading and spelling difficulties. Implications for both teachers and other professionals who support children’s socioemotional development will be discussed.

本研究调查了二年级和三年级的识字困难是否与五年级学校环境中的社交和广泛性焦虑有关，以及在控制注意力不集中后，与五年级正常发育的儿童相比，具有不同识字困难的儿童的焦虑水平是否存在差异。在二年级开始和三年级结束时，对 69 名有识字困难的希腊儿童和 52 名具有典型识字发展的儿童进行了标准化识字测量（阅读准确性、文本阅读流畅性、阅读理解和拼写）评估。 ）。五年级时，老师被要求对孩子的社交和普遍焦虑水平以及在学校的注意力不集中行为进行评分。单向方差分析的结果表明，有识字困难的儿童比正常发育的儿童经历更多的社交焦虑。此外，同时存在阅读和拼写困难的儿童（而非单一阅读或拼写困难的儿童）社交焦虑程度更高。这些发现表明，早期识字困难与小学高年级的社交焦虑之间存在密切联系，特别是在阅读和拼写困难的儿童中。将讨论对教师和其他支持儿童社会情感发展的专业人员的影响。