Poor reading and anxiety (PRAX): building a theory and practice

References

• Abbott-Jones, A. (2021). A quantitative study identifying the prevalence of anxiety in dyslexic students in higher education. Research Journal of Education, 7(1), 42–55.
   Google Scholar
• Aro, T., Eklund, K., Eloranta, A. K., Ahonen, T., & Rescorla, L. (2021). Learning disabilities elevate children’s risk for behavioral-emotional problems: Differences between LD types, genders, and contexts. Journal of Learning Disabilities, 00222194211056297, 1–17.
   Google Scholar
• Boyes, M. E., Leitao, S., Claessen, M., Badcock, N. A., & Nayton, M. (2016). Why are reading difficulties associated with mental health problems? Dyslexia, 22(3), 263–266.
   PubMed Web of Science ®Google Scholar
• Boyes, M. E., Leitão, S., Claessen, M., Badcock, N. A., & Nayton, M. (2020). Correlates of externalising and internalising problems in children with dyslexia: An analysis of data from clinical casefiles. Australian Psychologist, 55(1), 62–72.
   Web of Science ®Google Scholar
• Boyes, M. E., Tebbutt, B., Preece, K. A., & Badcock, N. A. (2018). Relationships between reading ability and child mental health. Moderating Effects of self‐esteem. Australian Psychologist, 53(2), 125–133.
   Web of Science ®Google Scholar
• Burden, R. (2008). Is dyslexia necessarily associated with negative feelings of self‐worth? A review and implications for future research. Dyslexia, 14(3), 188–196.
   PubMed Web of Science ®Google Scholar
• Carroll, J. M., Maughan, B., Goodman, R., & Meltzer, H. (2005). Literacy difficulties and psychiatric disorders: Evidence for comorbidity. Journal of Child Psychology and Psychiatry, 46(5), 524–532.
   PubMed Web of Science ®Google Scholar
• Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2004). Repressed resilience? A longitudinal study of reading, self-perceptions. And Teacher Behaviour Ratings of Poor and Average Readers in New Zealand. Thalamus, 22(1), 9–15.
   Google Scholar
• Elgendi, M. M., Stewart, S. H., MacKay, E. J., & Deacon, S. H. (2021). Two aspects of psychological functioning in undergraduates with a history of reading difficulties: Anxiety and self-efficacy. Annals of Dyslexia, 71(1), 84–102.
   PubMed Web of Science ®Google Scholar
• Francis, D. A., Caruana, N., Hudson, J. L., & McArthur, G. M. (2019). The association between poor reading and internalising problems: A systematic review and meta-analysis. Clinical Psychology Review, 67, 45–60.
   PubMed Web of Science ®Google Scholar
• Francis, D., Hudson, J., Kohnen, S., Mobach, L., & McArthur, G. (2021). The effect of an integrated reading and anxiety intervention for poor readers with anxiety. PeerJ, 9, e10987.
   PubMed Web of Science ®Google Scholar
• Francis, R., Hudson, & McArthur, (2022). Are different reading problems associated with different anxiety types? [ Unpublished manuscript under review]. Macquarie University.
   Google Scholar
• Francis, D., Jones, A., Nation, K., Hudson, J., & McArthur, G. (2020a). The Macquarie Oxford Reading Anxiety Test-Children (MoRAT-C). Retrieved March 1, 2022, from www.motif.org.au/home/tests
   Google Scholar
• Francis, D., Jones, A., Nation, K., Hudson, J., & McArthur, G. (2020b). The Macquarie Oxford Reading Anxiety Test-Parents (MoRAT-P). Retrieved March 1, 2022, from www.motif.org.au/home/tests
   Google Scholar
• Francis, D., Jones, A., Nation, K., Hudson, J., & McArthur, G. (2020c). The Macquarie Oxford Reading Anxiety Test-Adolescents (MoRAT-Ad). Retrieved March 1, 2022, from www.motif.org.au/home/tests
   Google Scholar
• Francis, D., Jones, A., Nation, K., Hudson, J., & McArthur, G. (2020d). The Macquarie Oxford Reading Anxiety Test-Adolescents (MoRAT-Ad/P). Retrieved March 1, 2022, from https://www.motif.org.au/home/tests
   Google Scholar
• Francis, D., Nation, K., Maddox, R., Bird, M., & McArthur, G. (2020). The Macquarie Oxford Reading Anxiety Test-Adult (MoRAT-A). Retrieved March 1, 2022, fromwww.motif.org.au/home/tests
   Google Scholar
• Grills-Taquechel, A. E., Fletcher, J. M., Vaughn, S. R., & Stuebing, K. K. (2012). Anxiety and reading difficulties in early elementary school: Evidence for unidirectional-or bi-directional relations? Child Psychiatry and Human Development, 43(1), 35–47.
   PubMed Web of Science ®Google Scholar
• Grills, A. E., Fletcher, J. M., Vaughn, S., Barth, A., Denton, C. A., & Stuebing, K. K. (2014). Anxiety and response to reading intervention among first grade students. Child Youth Care Forum, 43(4), 417–431.
   PubMed Web of Science ®Google Scholar
• Hughes, J. A., Phillips, G., Reed, P., & Paterson, K. (2013). Brief exposure to a self-paced computer-based reading programme and how it impacts reading ability and behaviour problems. PLoS ONE, 8(11),  e77867.
   Web of Science ®Google Scholar
• Jones, A. (2020). Psychometric Properties of the Macquarie Oxford Reading Anxiety Test (MoRAT). [ Unpublished Honours Thesis]. Macquarie University.
   Google Scholar
• Jones, F., Robidoux, K., Banales, & McArthur, (2021). The relationship between poor reading and anxiety in children. [ Unpublished Masters of Research Thesis]. Macquarie University.
   Google Scholar
• Katzir, T., Kim, Y., & Dotan, S. (2018). Reading self-concept and reading anxiety in second grade children: The roles of word reading, emergent literacy skills, working memory and gender. Frontiers in Psychology, 9, 1180.
   PubMed Web of Science ®Google Scholar
• Livingston, E. M., Siegel, L. S., & Ribary, U. (2018). Developmental dyslexia. Emotional Impact and consequences. Australian Journal of Learning Difficulties, 23(2), 107–135.
   Web of Science ®Google Scholar
• Macdonald, K. T., Cirino, P. T., Miciak, J., & Grills, A. E. (2021). The role of reading anxiety among struggling readers in fourth and fifth grade. Reading and Writing Quarterly, 37(4), 1–18.
   Web of Science ®Google Scholar
• Marble, J. M. (1973). An analysis of the effectiveness of individualized reading instruction upon self-concept of disadvantaged students with reading disabilities. [ Unpublished PhD thesis]. Mississippi State University.
   Google Scholar
• Maughan, B., & Carroll, J. (2006). Literacy and mental disorders. Current Opinion in Psychiatry, 19(4), 350–354.
   PubMed Web of Science ®Google Scholar
• McArthur, G., Atkinson, C., & Ellis, D. (2009). Atypical brain responses to sounds in children with specific language and reading impairments. Developmental Science, 12(5), 768–783.
   PubMed Web of Science ®Google Scholar
• McArthur, G., Badcock, N., Castles, A., & Robidoux, S. (2021). Tracking the relations between children’s reading and emotional health across time: Evidence from four large longitudinal studies. Reading Research Quarterly. doi:10.1002/rrq.426
   Web of Science ®Google Scholar
• McArthur, G. M., & Bishop, D. V. M. (2004). Which people with specific language impairment have auditory processing deficits? Cognitive Neuropsychology, 21(1), 79–94.
   PubMed Web of Science ®Google Scholar
• McArthur, G., Castles, A., Kohnen, S., Larsen, L., Jones, K., Anandakumar, T., & Banales, E. (2015). Sight word and phonics training in children with dyslexia. Journal of Learning Disabilities, 48(4), 391–407.
   PubMed Web of Science ®Google Scholar
• McArthur, G. M., Ellis, D., Atkinson, C. M., & Coltheart, M. (2008). Auditory processing deficits in children with reading and language impairments: Can they (and should they) be treated? Cognition, 107(3), 946–977.
   PubMed Web of Science ®Google Scholar
• McArthur, G. M., Filardi, N., Francis, D. A., Boyes, M. E., & Badcock, N. A. (2020). Self-concept in poor readers: A systematic review and meta-analysis. PeerJ, 8, e8772.
   PubMed Web of Science ®Google Scholar
• McArthur, G. M., & Hogben, J. H. (2001). Auditory backward recognition masking in children with a specific language impairment and children with a specific reading disability. The Journal of the Acoustical Society of America, 109(3), 1092–1100.
   PubMed Web of Science ®Google Scholar
• McArthur, G., Kohnen, S., Banales, E., & Castles, A. (2016). Low self-concept in poor readers: Prevalence, heterogeneity and risk. PeerJ, 4, e2669.
   PubMed Web of Science ®Google Scholar
• McArthur, G., Kohnen, S., Jones, K., Eve, P., Banales, E., Larsen, L., & Castles, A. (2015). Replicability of sight word training and phonics training in poor readers: A randomised controlled trial. PeerJ, 3, e922.
   PubMed Web of Science ®Google Scholar
• McGee, R., Williams, S., Share, D. L., Anderson, J., & Silva, P. A. (1986). The relationship between specific reading retardation, general reading backwardness and behavioural problems in a large sample of Dunedin boys: A longitudinal study from five to eleven years. Journal of. Child Psychology and Psychiatry, 27(5), 597–610.
   PubMed Web of Science ®Google Scholar
• Mugnaini, D., Lassi, S., La Malfa, G., & Albertini, G. (2009). Internalizing correlates of dyslexia. World Journal of Pediatrics, 5(4), 255–264.
   PubMed Web of Science ®Google Scholar
• Parhiala, P., Torppa, M., Eklund, K., Aro, T., Poikkeus, A. M., Heikkilä, R., & Ahonen, T. (2015). Psychosocial functioning of children with and without dyslexia: A follow‐up study from ages four to nine. Dyslexia, 21(3), 197–211.
   PubMed Web of Science ®Google Scholar
• Parhiala, P., Torppa, M., Vasalampi, K., Eklund, K., Poikkeus, A. M., & Aro, T. (2018). Profiles of school motivation and emotional well-being among adolescents. Associations with Math and Reading performance. Learning and Individual Differences, 61, 196–204.
   Web of Science ®Google Scholar
• Ramirez, G., Fries, L., Gunderson, E., Schaeffer, M. W., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2019). Reading anxiety: An early affective impediment to children’s success in reading. Journal of Cognition and Development, 20(1), 15–34.
   Web of Science ®Google Scholar
• Robidoux, S., Eklund, K., McArthur, G., Francis, D., & Torppa, M. (2022). Reading and emotional health in Finnish children: poor reading is associated with later anxiety problems. [ Unpublished manuscript under review].
   Google Scholar
• Soares, B., Parrila, & Badcock, (2022). Does reading anxiety impact on academic achievement in higher education students? [ Unpublished manuscript under review].
   Google Scholar
• Tallal, P. (1984). Temporal or phonetic processing deficit in dyslexia? That is the question. Applied Psycholinguistics, 5(2), 167–169.
   Web of Science ®Google Scholar
• Torppa, M., Vasalampi, K., Eklund, K., Sulkunen, S., & Niemi, P. (2020). Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being.  Educational Psychology, 40(1), 62–81.
   Web of Science ®Google Scholar
• Tysinger, J. A., Tysinger, P. D., Diamanduros, T., & Earley, A. C. (2010). The effect of anxiety on the measurement of reading fluency and comprehension. Georgia Educational Researcher, 8(1), 1–13.
   Google Scholar
• Vaughn, S., Grills, A. E., Capin, P., Roberts, G., Fall, A. M., & Daniel, J. (2021). Examining the effects of integrating anxiety management instruction within a reading intervention for upper elementary students with reading difficulties. Journal of Learning Disabilities, 00222194211053225 .
   Google Scholar
• Zbornik, J. J., & Wallbrown, F. H. (1991). The development and validation of a scale to measure reading anxiety. Reading Improvement, 28(1), 2.
   Google Scholar