Fishstrom Sarah, Capin Philip, Fall Anna-Mari, Roberts Gregory, Grills Amie E, Vaughn Sharon
College of Education, University of Hawai'i at Manoa, 1776 University Avenue, Wist 121, Honolulu, HI, 96822, USA.
The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA.
Ann Dyslexia. 2024 Apr;74(1):123-141. doi: 10.1007/s11881-024-00299-7. Epub 2024 Jan 16.
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.
本研究调查了有阅读困难的学生样本（n = 536）中阅读焦虑、一般焦虑和考试焦虑之间的关系。研究还检验了焦虑维度与单词阅读准确性和流畅性、文本阅读流畅性或阅读理解之间是否存在差异关系。结果表明，这三种焦虑测量方法之间存在显著相关性（r = 0.51至0.56，p <.001）。此外，较高的阅读焦虑与较差的单词阅读流畅性、文本阅读流畅性和理解结果相关。进一步分析表明，这些关系存在于阅读处于中高分位数的学生中，而不是最低分位数的学生中。这一研究结果模式表明，这种关系很复杂，并且因阅读困难的严重程度而异。研究结果可能有助于为未来支持有阅读困难的学生（包括诵读困难学生）的工作提供参考。
