Western Australian author Hamish Kelly shared his ongoing struggles with reading, highlighting the anxiety and loss of confidence he faced as a child. "The letters in words were confusing and words often looked the same […] By year 5, I was down on myself. I felt stupid and dumb!!" Kelly's experiences reflect a deeper issue known as reading anxiety, characterized by excessive worry about reading tasks.

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In recent years, research into reading anxiety has surged, with a fivefold increase in studies examining its impact. One key question remains: do reading difficulties lead to reading anxiety or vice versa? A new longitudinal study published in the Journal of Educational Psychology suggests that poor reading ability can indeed cause reading anxiety.

The study involved 499 Bulgarian children, whose reading skills were assessed eight times from grades 1 to 8. Of these, 294 were also evaluated for reading anxiety in grade 8. Researchers accounted for various factors, including socioeconomic status, working memory, and IQ scores. It was found that reading proficiency in grade 1, along with improvements from grades 1 to 3 and 6 to 8, was predictive of reading anxiety by grade 8. This indicates that early reading challenges might lead to increased anxiety about reading later on.

Additional findings from a 2026 study in Finland corroborate these results, revealing that students with poorer reading skills in grade 1 showed higher levels of anxiety by grade 2.

These studies suggest a reinforcing cycle where difficulties in reading contribute to increased anxiety, which could discourage engagement with reading. For many students, such as Kelly, early struggles can lead to a negative self-perception and greater anxiety about reading, particularly in front of peers. This can result in avoidance behaviors, such as disengagement from reading activities, compounding their difficulties.

While the Bulgarian study did not specify how many children with reading challenges also experience reading anxiety, previous Australian studies estimate that about 50% of children with reading difficulties face anxiety as well. Given that approximately one-third of Australian students do not meet basic literacy standards according to NAPLAN testing, this could signify a large number struggling with both reading and anxiety.

The authors of the study noted the lack of analysis on the role of teachers, families, and peers in addressing reading anxiety. Previous research suggests that support from these networks can help alleviate the relationship between reading ability and anxiety. Strategies could include promoting a neurodiversity perspective that respects varying learning abilities and avoiding comparisons with peers.

Additionally, encouraging a growth mindset in children—focusing on incremental progress rather than absolute achievement—can bolster confidence. Celebrating improvements, such as progressing from reading standalone words to simple sentences, may help mitigate anxiety and enhance engagement with reading.

Overall, creating a supportive environment could empower students with reading challenges to improve their skills and reduce anxiety, leading to a more positive relationship with reading.