The effect of an integrated reading and anxiety intervention for poor readers with anxiety

A recent systematic review has reported that poor reading is reliably associated with anxiety. However, we currently lack evidence-based intervention for children who have both poor reading and anxiety (PRAX). In this study, we tested a new PRAX intervention in 8- to 12-year-old children using a dou...

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Detalles Bibliográficos
Autores principales: Francis, Deanna, Hudson, Jennifer L., Kohnen, Saskia, Mobach, Lynn, McArthur, Genevieve M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: PeerJ Inc. 2021
Materias:
Cognitive Disorders
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7912612/
https://www.ncbi.nlm.nih.gov/pubmed/33665040
http://dx.doi.org/10.7717/peerj.10987
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author Francis, Deanna
Hudson, Jennifer L.
Kohnen, Saskia
Mobach, Lynn
McArthur, Genevieve M.
author_facet Francis, Deanna
Hudson, Jennifer L.
Kohnen, Saskia
Mobach, Lynn
McArthur, Genevieve M.
author_sort Francis, Deanna
collection PubMed
description A recent systematic review has reported that poor reading is reliably associated with anxiety. However, we currently lack evidence-based intervention for children who have both poor reading and anxiety (PRAX). In this study, we tested a new PRAX intervention in 8- to 12-year-old children using a double-baseline intervention case series design. Analyses of both group and individual data revealed that 12 weeks of PRAX intervention significantly improved children’s reading and spelling accuracy, and significantly reduced both anxiety disorders and symptoms. These results support PRAX intervention as a treatment for comorbid reading and anxiety problems in children and pave the way to a randomised controlled trial.
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spelling pubmed-79126122021-03-03 The effect of an integrated reading and anxiety intervention for poor readers with anxiety Francis, Deanna Hudson, Jennifer L. Kohnen, Saskia Mobach, Lynn McArthur, Genevieve M. PeerJ Cognitive Disorders A recent systematic review has reported that poor reading is reliably associated with anxiety. However, we currently lack evidence-based intervention for children who have both poor reading and anxiety (PRAX). In this study, we tested a new PRAX intervention in 8- to 12-year-old children using a double-baseline intervention case series design. Analyses of both group and individual data revealed that 12 weeks of PRAX intervention significantly improved children’s reading and spelling accuracy, and significantly reduced both anxiety disorders and symptoms. These results support PRAX intervention as a treatment for comorbid reading and anxiety problems in children and pave the way to a randomised controlled trial. PeerJ Inc. 2021-02-24 /pmc/articles/PMC7912612/ /pubmed/33665040 http://dx.doi.org/10.7717/peerj.10987 Text en © 2021 Francis et al. https://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, reproduction and adaptation in any medium and for any purpose provided that it is properly attributed. For attribution, the original author(s), title, publication source (PeerJ) and either DOI or URL of the article must be cited.
spellingShingle Cognitive Disorders
Francis, Deanna
Hudson, Jennifer L.
Kohnen, Saskia
Mobach, Lynn
McArthur, Genevieve M.
The effect of an integrated reading and anxiety intervention for poor readers with anxiety
title The effect of an integrated reading and anxiety intervention for poor readers with anxiety
title_full The effect of an integrated reading and anxiety intervention for poor readers with anxiety
title_fullStr The effect of an integrated reading and anxiety intervention for poor readers with anxiety
title_full_unstemmed The effect of an integrated reading and anxiety intervention for poor readers with anxiety
title_short The effect of an integrated reading and anxiety intervention for poor readers with anxiety
title_sort effect of an integrated reading and anxiety intervention for poor readers with anxiety
topic Cognitive Disorders
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7912612/
https://www.ncbi.nlm.nih.gov/pubmed/33665040
http://dx.doi.org/10.7717/peerj.10987
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