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ERIC Number: EJ1203896
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1524-8372
Reading Anxiety: An Early Affective Impediment to Children's Success in Reading
Ramirez, Gerardo; Fries, Laura; Gunderson, Elizabeth; Schaeffer, Marjorie W.; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C.
Journal of Cognition and Development, v20 n1 p15-34 2019
Learning to read is a critical but often challenging academic task for young children. In the current study, we explore the relation between children's reading affect--particularly anxiety--and reading achievement in the early years of reading acquisition. We hypothesized that reading anxiety would relate to reading achievement across the school year and that boys and girls might show differential patterns in the relation between reading anxiety and achievement due to the common stereotype that boys underperform in reading. A sample of first and second grade students completed measures of reading anxiety, positive reading affect, math achievement, and reading achievement in the fall and spring. Results show that reading anxiety and reading achievement share a bi-directional relation in which fall reading anxiety predicts spring reading achievement and vice versa. Furthermore, the pattern of relation between reading anxiety and achievement differs by gender: boys appear more susceptible to the reciprocal damaging effects of reading anxiety on reading achievement across the school year. Finally, reading achievement shares a stronger relation with reading anxiety than with positive reading affect, perhaps because of the phenomenon in which negative relative to positive experiences have a greater psychological impact.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Illinois (Chicago); Indiana; Wisconsin
Grant or Contract Numbers: R305A110682|SBE1041707