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16-01-2024 | Anxiety

Understanding the relation between reading and anxiety among upper elementary students with reading difficulties

Authors: Sarah Fishstrom, Philip Capin, Anna-Mari Fall, Gregory Roberts, Amie E. Grills, Sharon Vaughn

Published in: Annals of Dyslexia | Issue 1/2024

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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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Metadata
Title
Understanding the relation between reading and anxiety among upper elementary students with reading difficulties
Authors
Sarah Fishstrom
Philip Capin
Anna-Mari Fall
Gregory Roberts
Amie E. Grills
Sharon Vaughn
Publication date
16-01-2024
Publisher
Springer US
Keyword
Anxiety
Published in
Annals of Dyslexia / Issue 1/2024
Print ISSN: 0736-9387
Electronic ISSN: 1934-7243
DOI
https://doi.org/10.1007/s11881-024-00299-7

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