Reading Anxiety in L1: Reviewing the Concept

Piccolo, Luciane da Rosa; Giacomoni, Cláudia Hofheinz; Júlio-Costa, Annelise; Oliveira, Susani; Zbornik, John; Haase, Vítor Geraldi; Salles, Jerusa Fumagalli de

doi:10.1007/s10643-016-0822-x

Cited by 27 publications

(29 citation statements)

References 59 publications

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“…However, previous studies on reading and anxiety have typically focused on general anxiety in populations with severe reading difficulties (as seen earlier) or in the context of second language learning (L2) ( Horwitz et al, 1986 ; Young, 1986 , 1990 , 1998 ; Horwitz, 2001 ; Brantmeier, 2005 ; Ghonsooly and Loghmani, 2012 ; Rajab et al, 2012 ; Tsai and Li, 2012 ; Mohammadpur and Ghafournia, 2015 ; Guimba and Alico, 2016 ). Less is known about specific worry and anxiety toward reading (reading anxiety 1 ) in typically developing children ( Piccolo et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender

2018

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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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Section: Introductionmentioning

confidence: 99%

Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender

2018

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“…Therefore, MWPS does not only call for children’s mathematical knowledge, but also their general cognitive skills (such as the abilities to focus only on relevant information in the problem statements, storing information of the problem situation in the working memory while retrieving possible solution strategies from the long-term memory) as well as their reading skills (Stern, 1993). Occasionally, the situation is complicated by the fact that some children possess high levels of mathematics or reading anxiety, and such negative feelings may greatly affect their performance (Tsui and Mazzocco, 2006; Wu et al, 2012; Piccolo et al, 2017; Sorvo et al, 2017). In view of the above, the present study was interested in investigating the relative contributions of different cognitive and affective variables to children’s MWPS.…”

Section: Introductionmentioning

confidence: 99%

Cognitive and Affective Correlates of Chinese Children’s Mathematical Word Problem Solving

Zhang¹,

Cheung

Wu³

et al. 2018

Front. Psychol.

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Mathematical word problem solving (MWPS) involves multiple steps, including comprehending the problem statements, determining the arithmetic operations that have to be performed, and finding the answers. This study investigated the relative contributions of different cognitive and affective variables to children’s MWPS. To achieve this goal, 116 third-grade Chinese children were tested. Results showed that after controlling for age and non-verbal intelligence, the abilities to solve direct and indirect mathematical word problems were positively correlated with the working memory component of executive function, reading comprehension ability, math fact fluency and math anxiety. Moreover, math anxiety was found to fully mediate the relationships between reading anxiety and MWPS. Implications of the findings on how to promote children’s MWPS skills were discussed.

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“…Our result suggests that it is relevant to use another instrument to measure a more specific aspect of anxiety, in this case, anxiety in connection with the reading practice. As mentioned above, reading anxiety is a situation-specific anxiety experienced only in reading contexts (Baghaei et al, 2014;Piccolo et al, 2017;Zbornik, 1988).…”

Section: Discussionmentioning

confidence: 99%

“…Reading anxiety, the focus of this article, is defined as an emotional and/or unpleasant physical reaction when children perform or think about reading activities (Jalongo & Hirsh, 2010;Piccolo et al, 2017). Reading anxiety has been associated but it is distinct from general anxiety (Mogg et al, 2015;Zbornik, 1988).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, children's readiness is often inhibited by those factors. Specifically, reading anxiety was then characterized as a phobic reaction which occurs when the contents of reading, letters, words and sentences become associated with the expression of internal emotions that have been associated with negative life circumstances (Piccolo et al, 2017;Zbornik, 1988;Zbornik, 2001;Zbornik & Wallbrown, 1991) which impels an individual to avoid reading materials (Jalongo & Hirsh, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Translation and cross-cultural adaptation of the Brazilian version of the Reading Anxiety Scale: Short version

Piccolo

Giacomoni

Lima

et al. 2020

Estud. psicol. (Campinas)

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Reading anxiety refers to a negative emotional reaction to the reading process that causes the individual to avoid activities involving reading. To date, there are no instruments to evaluate this construct validated for Brazilian children. This study presents the cultural adaptation of the short version of the Reading Anxiety Scale and the study of its psychometric properties. The adaptation was conducted following standardized procedures: translation of the instrument into Brazilian Portuguese; synthesis of translated versions; evaluation by expert referees; evaluation of the instrument by the target audience; back-translation; pilot study with a clinical sample; preparation of the Reading Anxiety Scale short version; pilot study with typically developed children and the instrument psychometric properties. Factor analisys was used to reduce the number of items of the original scale. The studies of internal consistency and convergent validity suggest initial evidence of validity for the use of this instrument to investigate reading anxiety in Brazilian children.

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Reading Anxiety in L1: Reviewing the Concept

Cited by 27 publications

References 59 publications

Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender

Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender

Cognitive and Affective Correlates of Chinese Children’s Mathematical Word Problem Solving

Translation and cross-cultural adaptation of the Brazilian version of the Reading Anxiety Scale: Short version

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