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Reducing State Anxiety Using Working Memory Maintenance
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Efficacy of a Cognitive‑Behavioral Anxiety Management Program Integrated Within a Reading Intervention.

Amie E Grills1, Sharon Vaughn2,3, Chelsey Bowman4,5

  • 1Counseling Psychology and Applied Human Development, Boston University, Boston, MA, USA.

International Journal of Cognitive Therapy
|November 25, 2024
PubMed
Summary

Integrating anxiety management with reading intervention shows promise for struggling readers. This combined approach (RANX) reduced anxiety symptoms, particularly for those with elevated anxiety, though more research is needed.

Keywords:
AnxietyReadingSchool-based intervention

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Area of Science:

  • Educational Psychology
  • Clinical Psychology
  • Developmental Psychology

Background:

  • Struggling readers in upper-elementary grades often experience anxiety, which can impede academic progress.
  • Existing interventions may not adequately address the co-occurrence of reading difficulties and anxiety.
  • A combined intervention could offer a more holistic approach to supporting these students.

Purpose of the Study:

  • To evaluate the efficacy of a 2-year integrated anxiety management and reading intervention (RANX) for struggling upper-elementary readers.
  • To compare the RANX intervention against a reading intervention with math fact practice (RMATH) and a business-as-usual (BaU) control group.
  • To examine the intervention's impact on various anxiety outcomes.

Main Methods:

  • 128 struggling readers were randomly assigned to RANX, RMATH, or BaU conditions.
  • The intervention spanned 2 years, with data collected at baseline, year 1, and year 2 posttests.
  • Anxiety outcomes, including physical symptoms, reading anxiety, and social anxiety, were measured.

Main Results:

  • The RANX condition showed promising results compared to the BaU condition, though not always statistically significant.
  • Students with average anxiety at baseline showed reduced physical anxiety symptoms (Year 1) and reading anxiety (Year 2) in the RANX group.
  • Students with elevated anxiety at baseline exhibited reduced social anxiety (Year 2) in the RANX group compared to controls.

Conclusions:

  • Integrating anxiety management with reading interventions holds significant promise for struggling readers.
  • The RANX intervention demonstrates potential for reducing anxiety symptoms in specific student subgroups.
  • Further adequately powered trials are recommended to confirm these findings and explore broader applications.