Socioemotional constructs have been receiving increased attention as contributors to individuals’ literacy development. However, in comparison with positive socioemotional constructs, negative socioemotional constructs have been understudied with respect to their role in reading achievement in both emergent bilinguals (EBs) and English monolinguals (EMs). In the present study, we addressed this gap by examining reading anxiety in 339 EBs, who primarily spoke Spanish as their first language, and 178 EMs in grades 3–5, using a latent variable approach. We used structural equation modeling to form latent variables for reading anxiety, reading engagement, and reading achievement; compare latent variable means for EBs and EMs; and examine relations among the three focal constructs across the two language groups. The EBs and EMs showed similar levels of reading engagement, whereas the EBs showed a trend toward greater reading anxiety and statistically significantly lower reading achievement. Further, for both EBs and EMs, reading anxiety related negatively to reading achievement, both directly and indirectly through reading engagement, controlling for grade level. However, both the direct and indirect effects were greater for EBs than EMs. We interpret these results in the context of theoretical views of potential mechanisms linking reading anxiety and achievement, giving attention especially to the multidimensional nature of reading engagement. Based on the current findings and those of other research, we conclude by contending that reading anxiety merits increased scrutiny by researchers and educators endeavoring to understand and strengthen students’ reading achievement and socioemotional development during the elementary school years.

中文翻译：

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阅读焦虑、参与和成就：小学阶段新兴双语者和英语单语者的比较

作为个人读写能力发展的贡献者，社会情感结构受到越来越多的关注。然而，与积极的社会情绪结构相比，消极的社会情绪结构在新兴双语者（EBs）和英语单语者（EMs）阅读成绩中的作用一直未被充分研究。在本研究中，我们通过使用潜在变量方法检查 339 名主要以西班牙语为第一语言的 EB 和 178 名 3-5 年级 EM 的阅读焦虑来解决这一差距。我们使用结构方程模型来形成阅读焦虑、阅读投入和阅读成就的潜在变量；比较 EB 和 EM 的潜在变量均值；并检查两个语言组中三个焦点结构之间的关系。EB 和 EM 显示出相似的阅读投入水平，而 EB 则显示出更大的阅读焦虑趋势和统计学上显着降低的阅读成绩。此外，对于 EB 和 EM，阅读焦虑与阅读成绩呈负相关，直接或间接通过阅读参与控制年级水平。然而，EB 的直接和间接影响均大于 EM。我们在将阅读焦虑与成就联系起来的潜在机制的理论观点的背景下解释这些结果，特别关注阅读参与的多维性质。根据目前的发现和其他研究的结果，