Abstract
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.
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This research was supported in part by grant 1R01HD087706-01A1 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD). The content is solely the responsibility of the authors and does not necessarily represent the official views of NICHD or the National Institutes of Health.
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Fishstrom, S., Capin, P., Fall, AM. et al. Understanding the relation between reading and anxiety among upper elementary students with reading difficulties. Ann. of Dyslexia 74, 123–141 (2024). https://doi.org/10.1007/s11881-024-00299-7
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DOI: https://doi.org/10.1007/s11881-024-00299-7