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

IF 2.1 3区教育学 Q1 EDUCATION, SPECIAL Annals of Dyslexia Pub Date : 2024-01-16 DOI:10.1007/s11881-024-00299-7

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

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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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了解有阅读困难的小学高年级学生的阅读与焦虑之间的关系。

本研究以有阅读困难的学生（536 人）为样本，研究了阅读焦虑、一般焦虑和考试焦虑之间的关系。研究还测试了焦虑维度是否与单词阅读准确性和流畅性、文本阅读流畅性或阅读理解有不同程度的关系。结果表明，三种焦虑测量值之间有明显的相关性（r = 0.51 至 0.56，p

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来源期刊

Annals of Dyslexia Multiple-

CiteScore

4.90

自引率

8.70%

发文量

期刊介绍： Annals of Dyslexia is an interdisciplinary, peer-reviewed journal dedicated to the scientific study of dyslexia, its comorbid conditions; and theory-based practices on remediation, and intervention of dyslexia and related areas of written language disorders including spelling, composing and mathematics. Primary consideration for publication is given to original empirical studies, significant review, and well-documented reports of evidence-based effective practices. Only original papers are considered for publication.