Research Links Reading Anxiety in Students to Early Reading Difficulties

The letters were confusing, and words often appeared similar, making reading increasingly difficult. As he advanced through school, he felt that reading and math became harder, noting, "By year 5, I was down on myself. I felt stupid and dumb! My Mum, Dad, and teachers told me I wasn’t, but I still felt that I was. There were other challenges, like anxiety and loss of confidence."

This experience reflects what is known as reading anxiety, characterized by excessive worries regarding reading tasks.

Over the past eight years, research into reading anxiety has surged, with a significant increase in studies examining this educational issue. The critical question remains: do reading difficulties lead to reading anxiety, or does the reverse hold true?

A recent longitudinal study published in the Journal of Educational Psychology points to the possibility that reading difficulties can indeed cause reading anxiety. The study assessed the reading abilities of 499 Bulgarian children eight times from grades 1 to 8, with 294 of these children also evaluated for reading anxiety in grade 8. Factors such as socioeconomic status, working memory, and IQ were also considered.

The findings indicated that children's reading proficiency in grade 1, as well as their improvements in reading from grades 1 to 3 and from grades 6 to 8, were predictive of reading anxiety in grade 8. This suggests that challenges with reading at any point during primary school may lead to heightened reading anxiety.

These results align with earlier research from Finland, which found that lower reading skills in grade 1 correlated with increased reading anxiety by grade 2.

The research highlights a troubling cycle: when students struggle with reading, they may develop a negative self-concept as readers, which can increase anxiety surrounding reading, especially in front of peers. To escape these feelings, students may avoid reading altogether, worsening their skills and compounding their anxiety.

Estimates suggest that about 50% of children with reading difficulties also experience reading anxiety. With approximately one-third of Australian students failing to meet basic literacy standards according to NAPLAN testing, a significant number likely grapple with reading anxiety.

The Bulgarian study did not examine the influence of teachers, families, and peers on reading anxiety—elements that could play a crucial role in addressing the issue. Other research suggests that support from these networks can both mitigate and potentially break the negative relationship between reading ability and anxiety.

Encouragingly, teachers and families can adopt approaches that focus on neurodiversity, promoting respect for varying learning abilities. This may involve avoiding comparisons and instead celebrating a child’s strengths, fostering a sense of achievement in areas outside of reading. Additionally, cultivating a growth mindset—emphasizing progress over static achievement levels—can further enhance students' confidence and reduce anxiety.

Promoting positive engagement with reading can create a beneficial cycle: as students read more, their skills improve, leading to greater enjoyment and engagement. This, in turn, encourages further reading and continued improvement.