Test Anxiety Among College Students With Specific Reading Disability (Dyslexia)

Nelson, Jason M.; Lindstrom, Will; Foels, Patricia

doi:10.1177/0022219413507604

Cited by 49 publications

(51 citation statements)

References 58 publications

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“…Over the last decade or so, clinicians, teachers, and researchers have become increasingly concerned that people with poor reading are at increased risk for poor emotional health. This concern is supported by studies reporting statistically significant associations between poor reading and emotional problems (e.g., Boyes et al, 2016;Carroll & Iles, 2006;Francis et al, 2019;Nelson, Lindstrom & Foels, 2015).…”

Section: Introductionmentioning

confidence: 95%

Self-concept in poor readers: a systematic review and meta-analysis

McArthur

Filardi

Francis

et al. 2020

PeerJ

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Background The aims of this systematic review and meta-analyses were to determine if there is a statistically reliable association between poor reading and poor self-concept, and if such an association is moderated by domain of self-concept, type of reading impairment, or contextual factors including age, gender, reading instruction, and school environment. Methodology We searched 10 key databases for published and unpublished studies, as well as reference lists of included studies, and studies that cited included studies. We calculated standardised mean differences (SMDs) and 95% confidence intervals for one primary outcome (average self-concept) and 10 secondary outcomes (10 domains of self-concept). We assessed the data for risk of bias, heterogeneity, sensitivity, reporting bias, and quality of evidence. Results Thirteen studies with 3,348 participants met our selection criteria. Meta-analyses revealed statistically significant SMDs for average self-concept (−0.57) and five domains of self-concept (reading/writing/spelling: −1.03; academic: −0.67; math: −0.64; behaviour: −0.32; physical appearance: −0.28). The quality of evidence for the primary outcome was moderate, and for secondary outcomes was low, due to lack of data. Conclusions These outcomes suggest a probable moderate association between poor reading and average self-concept; a possible strong association between poor reading and reading-writing-spelling self-concept; and possible moderate associations between poor reading and self-concept in the self-concept domains of academia, mathematics, behaviour, and physical appearance.

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Section: Introductionmentioning

confidence: 95%

Self-concept in poor readers: a systematic review and meta-analysis

McArthur

Filardi

Francis

et al. 2020

PeerJ

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“…The findings were differently significant among the comparison groups. In all working memory measures, students without dyslexia scored significantly higher compared to students with dyslexia (Ghani & Gathercole, 2013;Nelson, Lindstrom, & Foels, 2015). For the study skills results, older students with dyslexia scored lower on anxiety, concentration, and attention, selecting main ideas, time management, and test strategies (Ghani & Gathercole, 2013).…”

Section: The Association Of Dyslexia and Weak Working Memorymentioning

confidence: 95%

Teachers’ Familiarity and Practices of Dyslexia Associated With Weak Working Memory in Saudi Arabia

Alqarni

2020

HSSR

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Purpose of the Study: The present study investigates teachers’ familiarity and practices of dyslexia related to weak working memory. Methodology: A quantitative approach was used to collect data from teachers of learning disabilities. This paper presents the findings of a survey design research by a set of questionnaires carried out in southern regions of Saudi Arabia (n=90)out of 114 male teachers and 99 female teachers. Results: The main findings indicated that teachers are familiar with information and practices related to dyslexia associated with poor working memory, and there are a significant prediction and relationship between the teachers’ familiarity and practices of this disorder. Applications of this study: This study provides beneficial ideas and insights to reform the special education systems in Saudi Arabia regarding dyslexia associated with weak working memory. The results emphasized on increasing the familiarity of teachers to support their practices. This can be applied through the teacher's training, the strength of multidisciplinary teams, and dyslexia awareness. Novelty/Originality of this study: The literature showed that there is an association between dyslexia and weak working memory. However, there is no study examined teachers' familiarity and practices of this association. This study attempt to fill in the gap by identifying the best variable predicting the teachers' familiarity and the practices of dyslexia associated with weak working memory.

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“…In a study conducted by Nelson, Lindstrom and Foels (2015), they found that those with higher general intelligence, nonverbal skills and working memory had lower levels of test anxiety. Individuals with learning disabilities and those with behaviour disorders demonstrate elevated levels of test anxiety (Bryan, Sonnefeld & Grabowski, 1983;Dan & Raz, 2015;Nelson et al, 2015), as do adolescents with intellectual disabilities (Poulomee, 2013).…”

Section: Risk Factorsmentioning

confidence: 98%

Test anxiety in school-age children: An examination of a national epidemic

Scott¹,

Lamb²,

Bentley³

et al. 2018

GJGC

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Test anxiety has long been an issue with students, parents and in schools on a global level. Many students are becoming overwhelmed with the increased demands placed on test preparation and test performance. Accountability measures have become a major priority, with school children enduring standardised testing annually from grades 3-8, and once more in high school. This article will explore the many facets of test anxiety, what some schools are doing to try to reduce the anxiety and interventions, so that counsellors can use in their work with students.

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Test Anxiety Among College Students With Specific Reading Disability (Dyslexia)

Cited by 49 publications

References 58 publications

Self-concept in poor readers: a systematic review and meta-analysis

Self-concept in poor readers: a systematic review and meta-analysis

Teachers’ Familiarity and Practices of Dyslexia Associated With Weak Working Memory in Saudi Arabia

Test anxiety in school-age children: An examination of a national epidemic

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