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Relationships between Anxiety, Attention, and Reading Comprehension in Children

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 inter...

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Detalles Bibliográficos
Autores principales: Barnes, Emily D., Grills, Amie E., Vaughn, Sharon R.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Journal Experts 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10350215/
https://www.ncbi.nlm.nih.gov/pubmed/37461468
http://dx.doi.org/10.21203/rs.3.rs-3088436/v1
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author Barnes, Emily D.
Grills, Amie E.
Vaughn, Sharon R.
author_facet Barnes, Emily D.
Grills, Amie E.
Vaughn, Sharon R.
author_sort Barnes, Emily D.
collection PubMed
description 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 comprehension in a racially-diverse sample of 251 second-grade students, most of whom were struggling readers. Results showed that harm avoidance was positively associated with reading comprehension and physical symptoms of anxiety were negatively associated with reading comprehension. 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.
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spelling pubmed-103502152023-07-17 Relationships between Anxiety, Attention, and Reading Comprehension in Children Barnes, Emily D. Grills, Amie E. Vaughn, Sharon R. Res Sq Article 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 comprehension in a racially-diverse sample of 251 second-grade students, most of whom were struggling readers. Results showed that harm avoidance was positively associated with reading comprehension and physical symptoms of anxiety were negatively associated with reading comprehension. 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. American Journal Experts 2023-07-03 /pmc/articles/PMC10350215/ /pubmed/37461468 http://dx.doi.org/10.21203/rs.3.rs-3088436/v1 Text en https://creativecommons.org/licenses/by/4.0/This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/) , which allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator. The license allows for commercial use.
spellingShingle Article
Barnes, Emily D.
Grills, Amie E.
Vaughn, Sharon R.
Relationships between Anxiety, Attention, and Reading Comprehension in Children
title Relationships between Anxiety, Attention, and Reading Comprehension in Children
title_full Relationships between Anxiety, Attention, and Reading Comprehension in Children
title_fullStr Relationships between Anxiety, Attention, and Reading Comprehension in Children
title_full_unstemmed Relationships between Anxiety, Attention, and Reading Comprehension in Children
title_short Relationships between Anxiety, Attention, and Reading Comprehension in Children
title_sort relationships between anxiety, attention, and reading comprehension in children
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10350215/
https://www.ncbi.nlm.nih.gov/pubmed/37461468
http://dx.doi.org/10.21203/rs.3.rs-3088436/v1
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