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Anxiety and Response to Reading Intervention among First Grade Students

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Abstract

Background

For school-aged children with reading difficulties, an emerging and important area of investigation concerns determining predictors of intervention response. Previous studies have focused exclusively on cognitive and broadly defined behavioral variables. What has been missing, however, are studies examining anxiety, which is among the most commonly experienced difficulty for youth.

Objective

The present study examined anxiety among children classified as typically achieving or showing inadequate/adequate response following an intervention for reading problems.

Methods

Participants were 153 ethnically-diverse children (84 male, 69 female) evaluated in the winter and spring of their first-grade academic year. Children completed several standardized measures of reading achievement involving decoding and fluency along with a multidimensional anxiety rating scale.

Results

Repeated measures ANOVA revealed significant main effects for time and scale and significant interactions for time × scale and group × scale. Logistic regression examined whether anxiety predicted response to intervention (Y/N) at the end of the school-year.

Conclusions

Results showed overall decreases in anxiety over time, with the exception of the harm avoidance area which increased and also interacted with group (children with decoding/fluency difficulties reported less harm avoidance than typically achieving children). The harm avoidance area was most pertinent across analyses highlighting the potential importance of targeting this area; however, none of the anxiety scales predicted response group at the end of the intervention. Ongoing research is needed in this area in order to identify characteristics of inadequate responders to reading intervention programs and/or inform interventions that incorporate these socioemotional factors.

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Notes

  1. Additional information about the larger study, its measures, and procedures can be found at: www.texasldcenter.org/outcomes.

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Acknowledgments

This research was supported in part by Award Numbers K08HD058020 (PI, Grills-Taquechel), P50HD052117 (PI, Fletcher), and K08 HD068545-01A1 (PI, Barth) from the Eunice Kennedy Shriver National Institute of Child Health & Human Development. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Eunice Kennedy Shriver National Institute of Child Health & Human Development or the National Institutes of Health.

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Authors and Affiliations

  1. School of Education, Boston University, 2 Silber Way, Boston, MA, 02115, USA

    Amie E. Grills

  2. Department of Psychology, University of Houston, Houston, TX, USA

    Amie E. Grills, Jack M. Fletcher & Karla K. Stuebing

  3. College of Education, University of Texas at Austin, Austin, TX, USA

    Sharon Vaughn

  4. Texas Institute of Measurement, Evaluation, and Psychology, University of Houston, Houston, TX, USA

    Amy Barth

  5. Department of Pediatrics, University of Texas Health Science Center, Houston, TX, USA

    Carolyn A. Denton

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  1. Amie E. Grills
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  2. Jack M. Fletcher
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Correspondence to Amie E. Grills.

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Grills, A.E., Fletcher, J.M., Vaughn, S. et al. Anxiety and Response to Reading Intervention among First Grade Students. Child Youth Care Forum 43, 417–431 (2014). https://doi.org/10.1007/s10566-014-9244-3

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