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The Reading Anxiety Scale for children: Development and psychometric properties.

Amie E Grills1, Sharon R Vaughn2, Greg Roberts2

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A new Reading Anxiety Scale (RAS) effectively screens for reading anxiety in elementary students. This brief, self-report tool aids in identifying students needing support in reading interventions.

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Area of Science:

  • Educational Psychology
  • Child Psychology
  • Psychometrics

Background:

  • Anxiety is linked to reading achievement in elementary students, including those in reading interventions.
  • Existing anxiety measures lack specificity for reading anxiety.
  • A brief, self-report screening tool for reading anxiety is needed.

Purpose of the Study:

  • To develop and validate the Reading Anxiety Scale (RAS), a brief self-report measure.
  • To assess the psychometric properties of the RAS for elementary students.
  • To provide a tool for identifying reading-specific anxiety in school settings.

Main Methods:

  • Development and validation of the six-item Reading Anxiety Scale (RAS).
  • Administration to third and fourth graders (N=306 at T1, N=219 at T2) within a randomized control trial.
  • Exploratory and confirmatory factor analyses, reliability, and validity assessments.

Main Results:

  • The six-item RAS demonstrated good fit in factor analyses.
  • The scale showed accuracy in detecting higher levels of reading anxiety.
  • Adequate internal consistency, convergent, and discriminant validity were found.

Conclusions:

  • Preliminary support exists for the RAS as a valid screener for reading anxiety symptoms.
  • The RAS can be a useful tool in school-based research and intervention for reading difficulties.
  • Further utility in identifying students with reading-related anxiety is suggested.