Too many students have ‘reading anxiety’. New research suggests it is triggered by problems in primary school
Reading anxiety involves excessive worries and apprehensions about reading activities.
In Western Australia, author Hamish Kelly has battled with reading for nearly two decades. His first book details his struggles, describing confusing letters and words that looked alike. His reading difficulties grew, impacting his maths skills as well. By fifth grade, he felt inadequate and anxious, despite reassurances from his family and teachers.
Recent research reveals a surge in studies on reading anxiety, with a fivefold increase over eight years. This phenomenon, characterized by excessive worry and apprehension about reading, is often linked to reading difficulties. However, a new longitudinal study from Bulgaria offers insights into the relationship between reading ability and reading anxiety.
The study, published in the Journal of Educational Psychology, followed 499 Bulgarian children's reading ability eight times, from grades 1 to 8. Most of these children (294) were also tested for reading anxiety in grade 8. The researchers accounted for factors such as socioeconomic status, working memory, and IQ scores. Their findings suggest that reading ability in early primary school predicts reading anxiety in grade 8, indicating that reading difficulties may trigger reading anxiety.
This study aligns with a recent Finnish study, which found that poorer reading skills in grade 1 predicted higher reading anxiety in grade 2. Together, these findings suggest a vicious cycle: reading difficulties can lead to reading anxiety, which in turn may exacerbate reading struggles, creating a downward spiral.
Estimates suggest that around 50% of children with reading challenges may also experience reading anxiety, a significant proportion given that one-third of Australian students do not meet basic literacy standards according to NAPLAN testing. However, the Bulgarian study did not explore the extent to which teachers, families, and peers contribute to reading anxiety, an important area for future research.
The authors suggest that support from these networks could help mitigate the relationship between reading ability and reading anxiety. Adopting a neurodiversity approach – promoting awareness and respect for learning differences – may be beneficial. Encouraging a growth mindset, focusing on progress and development rather than absolute achievement levels, can help build confidence and resilience.
By fostering a supportive environment and encouraging progress, educators, families, and friends can help break the cycle of reading difficulties and anxiety, improving students' engagement and enjoyment of reading.
Written by urgent.news from The Conversation AU's reporting — not their text. Machine-written — may contain errors; check the original before relying on it.
