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The Role of Reading Anxiety among Struggling Readers in Fourth and Fifth Grade
Reading & Writing Quarterly ( IF 1.618 ) Pub Date : 2021-01-21 , DOI: 10.1080/10573569.2021.1874580
Kelly T Macdonald 1 , Paul T Cirino 1 , Jeremy Miciak 1 , Amie E Grills 2
Affiliation  

Abstract

Cognitive predictors of reading are well known, but less is understood about the roles of “noncognitive” factors, including emotional variables such as anxiety. While math anxiety has been a focus of study, its analogue in the reading literature is understudied. We assessed struggling fourth and fifth graders (n = 272) on reading anxiety in the context of general anxiety, cognitive predictors (working memory, verbal knowledge), and demographics. Regressions tested for unique contributions to three reading outcomes: word reading accuracy, oral reading fluency, and reading comprehension. Reading anxiety and general anxiety correlated moderately (r = .63) but were differentially related to reading. Reading anxiety predicted comprehension when all other predictors were considered, and predicted oral reading fluency until word reading accuracy was added to the model. Results offer a more nuanced understanding of the nature of reading anxiety, and its implications for struggling readers.



中文翻译:

四、五年级苦苦阅读者阅读焦虑的作用

摘要

阅读的认知预测因子是众所周知的,但对“非认知”因素的作用知之甚少,包括焦虑等情绪变量。虽然数学焦虑一直是研究的焦点,但它在阅读文献中的类似物却没有得到充分研究。我们评估了挣扎中的四年级和五年级学生 ( n  = 272) 在一般焦虑、认知预测因素(工作记忆、语言知识)和人口统计方面的阅读焦虑。回归测试对三种阅读结果的独特贡献:单词阅读准确性、口语阅读流畅度和阅读理解。阅读焦虑和一般焦虑中度相关(r =.63)但与阅读有不同的相关性。当考虑所有其他预测因素时,阅读焦虑预测理解,并预测口语阅读流畅性,直到将单词阅读准确性添加到模型中。结果提供了对阅读焦虑本质及其对挣扎读者的影响的更细致入微的理解。

更新日期:2021-01-21
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