Understanding the Relation between Reading and Anxiety among Upper Elementary Students with Reading Difficulties
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| Title: | Understanding the Relation between Reading and Anxiety among Upper Elementary Students with Reading Difficulties |
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| Language: | English |
| Authors: | Sarah Fishstrom (ORCID |
| Source: | Annals of Dyslexia. 2024 74(1):123-141. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | 1R01HD08770601A1 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Reading Difficulties, Anxiety, Reading, Relationship, Test Anxiety, Reading Fluency, Word Recognition, Reading Comprehension, Accuracy |
| DOI: | 10.1007/s11881-024-00299-7 |
| ISSN: | 0736-9387 1934-7243 |
| 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 < 0.001). 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1410947 |
| Database: | ERIC |
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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 < 0.001). 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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| ISSN: | 0736-9387 1934-7243 |
| DOI: | 10.1007/s11881-024-00299-7 |
