Background: Most studies in the field of reading have focused on the linguistic and cognitive factors. Less is known about the affective aspects of reading in young readers, such as self-perceptions of reading, and reading anxiety.Aims: This study aimed to shed light on the direct and indirect relations between reading and related skills (working memory, emergent literacy skills, word reading accuracy and rate, and gender) as sources of reading affect (reading self-concept and anxiety).Sample: A total of 115 Hebrew speaking second graders participated in this study.Methods: A set of measures assessing reading accuracy and rate, emergent literacy skills (phonological fluency, rapid automatized naming and working memory) and reading affect questionnaires (reading self-concept and reading anxiety) were administered to the participants.Results: Path analysis was used as the primary analytic approach. Results indicated a negative moderate relation between reading self-concept and reading anxiety. The relations of working memory and emergent literacy to reading self-concept and reading anxiety were indirect via word reading accuracy and reading rate. Girls reported higher reading anxiety and lower reading self-concept, despite higher performance in reading accuracy and no difference in reading rate.Conclusion: The current results support the importance of examining reading affect and potential sources of reading affect. Results suggest that reading self-concept and reading anxiety and their related skills should be considered in designing reading intervention and instructions.

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Reading skills are foundational for daily lives, academic achievement, and careers. In this study, we systematically reviewed literacy interventions in low‐ and middle‐income countries, and estimated their effects on children's reading skills using a meta‐analytic approach. A total of 67 studies (N = 213,464) from 32 countries found in various databases (e.g., PsycINFO, ERIC) and sources (e.g., United States Agency for International Development) met our inclusion criteria. The results revealed an overall effect of .30 across various literacy outcomes. Effects varied for different outcomes, such that largest effects were found in emergent literacy skills (e.g., .40) and the smallest effects in reading comprehension (.25) and oral language skills (.20). Effects also varied as a function of other features such as teacher training support.