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Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties

Vaughn, Sharon; Grills, Amie; Capin, Philip; Roberts, Greg; Fall, Anna Maria; Daniel, Johny

Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties Thumbnail


Authors

Sharon Vaughn

Amie Grills

Philip Capin

Greg Roberts

Anna Maria Fall



Abstract

We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three conditions: (a) small-group reading intervention with anxiety management instruction (RANX), (b) small-group reading intervention with math fact practice (RMATH), and (c) business-as-usual (BAU) comparison condition (no researcher provided treatment). Personnel from the research team provided participants in the RANX and RMATH the same reading intervention with the variation in the two treatments being whether the same amount of time per lesson was allocated to anxiety management (RANX) or practicing math facts (RMATH). Students in the RANX significantly outperformed students in the BAU on reading comprehension (effect size [ES] = 1.22) and students in the RMATH outperformed BAU on reading comprehension (ES = 0.77). Groups did not differ significantly on other reading outcomes. Reading anxiety moderated the main effect of the RANX intervention on Test of Word Reading Efficiency (TOWRE) word reading when contrasted against the BAU group indicating a significant difference favoring RANX where treatment’s effect decreased by 0.94 units (about 1 point on the outcome) on word reading for each additional point increase in reading anxiety.

Journal Article Type Article
Acceptance Date Jun 1, 2021
Online Publication Date Nov 10, 2021
Publication Date 2022-09
Deposit Date Nov 12, 2021
Publicly Available Date Feb 17, 2022
Journal Journal of Learning Disabilities
Print ISSN 0022-2194
Electronic ISSN 1538-4780
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 55
Issue 5
Pages 408-426
DOI https://doi.org/10.1177/00222194211053225
Keywords reading intervention, childhood anxiety, reading comprehension
Public URL https://durham-repository.worktribe.com/output/1222229
Related Public URLs https://pubmed.ncbi.nlm.nih.gov/34753334/

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Copyright Statement
Vaughn S, Grills AE, Capin P, Roberts G, Fall A-M, Daniel J. Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties. Journal of Learning Disabilities. November 2021 Copyright © 2021 Hammill Institute on Disabilities. DOI: 10.1177/00222194211053225.





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