This study examined the relations between reading anxiety, general anxiety, and test anxiety in a sample of students with reading difficulties (n = 536). It also tested if dimensions of anxiety were differentially related to word reading accuracy and fluency, text reading fluency, or reading comprehension. The results indicated that the three anxiety measures were significantly related (r = 0.51 to 0.56, p < .001). Additionally, higher reading anxiety was related to poorer word reading fluency, text reading fluency, and comprehension outcomes. Further analyses indicated that these relations existed in students who fell in the middle and upper quantiles for reading, but not the lowest quantile. This pattern of findings suggests that the relation is complex and varies depending on severity of reading difficulty. Results may help to inform future efforts to support students with reading difficulties, including students with dyslexia.

本研究调查了有阅读困难的学生样本中的阅读焦虑、一般焦虑和考试焦虑之间的关系（n  = 536）。它还测试了焦虑的维度与单词阅读的准确性和流畅性、文本阅读的流畅性或阅读理解是否有不同的相关性。结果表明，三种焦虑测量值显着相关（r  = 0.51 至 0.56，p  < .001）。此外，较高的阅读焦虑与较差的单词阅读流畅度、文本阅读流畅度和理解结果有关。进一步的分析表明，这些关系存在于阅读能力处于中分位数和上分位数的学生中，但不存在于处于最低分位数的学生中。这种发现模式表明，这种关系很复杂，并且根据阅读困难的严重程度而变化。结果可能有助于为未来支持有阅读困难的学生（包括患有阅读障碍的学生）的努力提供信息。