The association between anxiety and academic performance in children with reading disorder: A longitudinal cohort study

Hossain, Bushra; Bent, Stephen; Hendren, Robert L.

doi:10.1002/dys.1680

Cited by 22 publications

(16 citation statements)

References 67 publications

(114 reference statements)

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“…Reading anxiety-negative emotional, cognitive, and physiological reactions to reading (Jalongo and Hirsh, 2010;Piccolo et al, 2017)-has received little attention (Piccolo et al, 2017). Prior research has mostly focused on relations between reading and general or trait anxiety, with higher levels of anxiety among adults and children with reading disabilities compared to typical readers (Casey et al, 1992;Carroll et al, 2005;Carroll and Iles, 2006;Grills-Taquechel et al, 2012;Grills et al, 2014;Elgendi et al, 2021;Hossain et al, 2021). Other socio-emotional characteristics of reading, including motivation, have received comparatively more attention.…”

Section: Introductionmentioning

confidence: 99%

Anxiety, Motivation, and Competence in Mathematics and Reading for Children With and Without Learning Difficulties

et al. 2021

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Knowledge of the relations among learners' socio-emotional characteristics and competencies as they engage in mathematics and reading is limited, especially for children with academic difficulties. This study examined the relations between anxiety, motivation, and competence in mathematics and reading, within and across domains, in an academically-diverse set of 8–13-year-old learners (n = 146). To measure anxiety and motivation across domains, we paired existing measures of math anxiety and reading motivation with researcher-developed analogs for reading anxiety and math motivation. Participants completed standardized assessments of mathematics and reading, anxiety and motivation surveys for math and reading, and a measure of nonverbal cognitive ability. Results showed high internal consistency for all anxiety and motivation scales (Cronbach's alpha = 0.76–0.91). Pearson correlations showed that within and across domains, participants with higher competence had lower anxiety and higher motivation. Higher anxiety was also associated with lower motivation. Regression analyses showed that for both math and reading, within-domain motivation was a stronger predictor of competence than anxiety. There was a unidirectional across-domain relation: socio-emotional characteristics for reading predicted math competence, after accounting for nonverbal cognitive ability, age, gender, and within-domain anxiety and motivation. Results contribute to knowledge of the socio-emotional characteristics of children with and without learning difficulties in association with reading and math activities. Implications of a unidirectional socio-emotional link between the two domains can advance research and theory of the relations among socio-emotional characteristics and competence for academically-diverse learners.

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Section: Introductionmentioning

confidence: 99%

Anxiety, Motivation, and Competence in Mathematics and Reading for Children With and Without Learning Difficulties

et al. 2021

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“…These z scores were thereafter used in all subsequent analyses involving academic progress. This method of combining academic progress scores across schools has been used in previous analyses and publications in this cohort (Hossain, Bent, et al 2021; Hossain, Chen et al, 2021, 2021). In order to report the presence or absence of ADHD at baseline, we converted the ADHD-RS total score to a categorical variable (ADHD vs. no ADHD) using a cut-off score of 18 (Brown et al, 2011).…”

Section: Methodsmentioning

confidence: 99%

The Associations Between Sluggish Cognitive Tempo, Internalizing Symptoms, and Academic Performance in Children With Reading Disorder: A Longitudinal Cohort Study

et al. 2022

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Objective: To investigate whether sluggish cognitive tempo (SCT) was associated with anxiety, depression, and academic performance (AP) in children with reading disorder (RD), and whether ADHD-Inattention (ADHD-IN) moderated these relationships. Method: Parents and teachers of children with RD ( N = 147, ages 6–18) completed evaluations of SCT, ADHD, anxiety, depression, and AP, every 3 months for 18 months. Baseline and longitudinal associations between SCT and outcomes, and effect moderation of ADHD-IN, were assessed. Results: Teacher-rated SCT was positively associated with teacher-rated anxiety ( p < .001) and negatively associated with AP ( p < .001) cross-sectionally and longitudinally, with significant effect modification by ADHD-IN for both outcomes. SCT was not associated with depression in adjusted cross-sectional and longitudinal analyses. There were no significant findings for any parent-reported measures. Conclusion: SCT has negative effects on anxiety and AP in children with RD among individuals with low ADHD-IN according to teacher report. Targeted treatment of SCT may provide substantial benefits.

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“…First, students with learning disabilities may be at particular risk for comorbid anxiety and/or depression (e.g., Nelson & Harwood, 2011). Children with reading disabilities generally exhibit greater anxiety and worse depressive symptoms than their typically developing peers , and anxiety is negatively associated with academic performance in students with reading impairments over time (Hossain et al, 2021a). Similarly, adolescents (Giovagnoli et al, 2020) and college students (Ghisi et al, 2016) with dyslexia report increased anxiety and depression, which have also been associated with lower self-esteem.…”

Section: Generalized Anxiety and Depressionmentioning

confidence: 99%

“…Resilience interventions frequently focus on mindset and/or grit in younger children (e.g., Al Otaiba et al, 2022), and tend to query the impact of resilience on mental health or well-being as the primary proximal target outcome. This body of work has rarely been extended to examine the impact of resilience interventions on distal associations with academic achievement (however, see Hossain et al, 2021aHossain et al, , 2021b.…”

Section: Broader Impacts For Students With Language Based Learning Di...mentioning

confidence: 99%

Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19

et al. 2022

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Students with language-based learning disabilities (LBLD) can face elevated socio-emotional well-being challenges in addition to literacy challenges. We examined the prevalence of risk and resilience factors among adolescents with LBLD (N = 93), ages 16–18, and the association with reading performance during the COVID-19 pandemic. Data were collected at the start and end of the first fully remote academic year of COVID-19 (2020–2021). Participants completed standardized word and text reading measures, as well as self-report surveys of executive functions (EF), and socio-emotional skills associated with resilience (grit, growth mindset, self-management, self-efficacy, and social awareness) or risk (anxiety, depression, COVID-19 related PTSD, and perceived COVID-19 impact). Survey data at the start of the school year (Time 1) captured three underlying factors associated with socioemotional risk, socioemotional resilience, and regulation (i.e., EF). Path analyses revealed that students’ Time 2 oral reading scores were significantly and uniquely predicted by socioemotional resilience, even when controlling for word-level reading at Time 1. Socioemotional risk, EF, and perceived COVID-19 impact were not directly related to Time 2 oral reading scores; however, students’ resilience mediated the associations between risk and reading outcomes. These results demonstrate that adolescents’ mental health concerns, self-regulatory ability, and socioemotional resilience were all associated with their experiences of the COVID-19-related stress. However, despite the high-risk context of the pandemic, and socio-emotional challenges faced by students with LBLD, our findings indicate that resilience directly predicts end-of-year reading outcomes and mediates the impact of socioemotional risk on achievement.

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The association between anxiety and academic performance in children with reading disorder: A longitudinal cohort study

Cited by 22 publications

References 67 publications

Anxiety, Motivation, and Competence in Mathematics and Reading for Children With and Without Learning Difficulties

Anxiety, Motivation, and Competence in Mathematics and Reading for Children With and Without Learning Difficulties

The Associations Between Sluggish Cognitive Tempo, Internalizing Symptoms, and Academic Performance in Children With Reading Disorder: A Longitudinal Cohort Study

Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19

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