Relationships Between Anxiety, Attention, and Reading Performance in Children.

Autor: Barnes ED; Wheelock College of Education & Human Development, Boston University, 2 Silber Way, Boston, MA, 02215, USA. emilydb@bu.edu., Grills AE; Wheelock College of Education & Human Development, Boston University, 2 Silber Way, Boston, MA, 02215, USA., Vaughn SR; College of Education, University of Texas at Austin, 1918 Speedway, Stop D5000, Austin, TX, 78712, USA.
Jazyk: angličtina
Zdroj: Child psychiatry and human development [Child Psychiatry Hum Dev] 2024 Apr 27. Date of Electronic Publication: 2024 Apr 27.
DOI: 10.1007/s10578-024-01701-6
Abstrakt: Many studies link anxiety in children with reading difficulties, but some facets of anxiety have been found to be positively associated with reading achievement. Attentional Control Theory offers a potential explanation for these seemingly contradictory findings, positing that anxiety can both interfere in attentional processes and enhance effort and use of compensatory processing strategies. The current study examines the relationships between anxiety, attentional control, and reading performance (word reading/decoding and passage comprehension) in a racially-diverse sample of 251 s-grade students, 152 of whom had not met reading benchmarks using screening measures. Results showed that harm avoidance was positively associated with reading performance and physical symptoms of anxiety were negatively associated with reading performance. These links were attenuated when including attentional control in the model, suggesting mediation and lending support to Attentional Control Theory. Further research is needed to confirm causal mediation effects between anxiety, attentional control, and reading performance.
(© 2024. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)
Databáze: MEDLINE
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