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Gepubliceerd in:

01-02-2012 | Original Article

Anxiety and Reading Difficulties in Early Elementary School: Evidence for Unidirectional- or Bi-Directional Relations?

Auteurs: Amie E. Grills-Taquechel, Jack M. Fletcher, Sharon R. Vaughn, Karla K. Stuebing

Gepubliceerd in: Child Psychiatry & Human Development | Uitgave 1/2012

Abstract

The present study examined competing models of the bi-directional influences of anxiety and reading achievement. Participants were 153 ethnically-diverse children (84 male, 69 female) from general education classes evaluated in the winter and spring of their first-grade academic year. Children completed standardized measures of reading achievement involving decoding and fluency along with an anxiety rating scale. Hierarchical linear regression analyses revealed that separation anxiety symptoms were negatively predicted by fluency performance and harm avoidance symptoms were positively predicted by decoding performance. Fluency performance was positively predicted by harm avoidance and total anxiety (for girls only) symptoms, while decoding was not predicted by any anxiety subscale.

vorige artikel Preadolescent Anxiety: An Epidemiological Study Concerning an Italian Sample of 3,479 Nine-Year-Old Pupils

volgende artikel Who Should Report Abnormal Behavior at Preschool Age? The Case of Behavioral Inhibition

Additional information about the larger study, its measures, and procedures can be found at: www.texasldcenter.org/outcomes.

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Titel: Anxiety and Reading Difficulties in Early Elementary School: Evidence for Unidirectional- or Bi-Directional Relations?
Auteurs: Amie E. Grills-Taquechel
Jack M. Fletcher
Sharon R. Vaughn
Karla K. Stuebing
Publicatiedatum: 01-02-2012
Uitgeverij: Springer US
Gepubliceerd in: Child Psychiatry & Human Development / Uitgave 1/2012
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI: https://doi.org/10.1007/s10578-011-0246-1

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