Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender

Background: Most studies in the field of reading have focused on the linguistic and cognitive factors. Less is known about the affective aspects of reading in young readers, such as self-perceptions of reading, and reading anxiety.Aims: This study aimed to shed light on the direct and indirect relat...

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Main Authors:	Tami Katzir, Young-Suk G. Kim, Shahar Dotan
Format:	Article
Language:	English
Published:	Frontiers Media S.A. 2018-07-01
Series:	Frontiers in Psychology
Subjects:	reading anxiety self-concept working memory gender
Online Access:	https://www.frontiersin.org/article/10.3389/fpsyg.2018.01180/full

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spelling	doaj-0e2d8211e12848dcbec33ee243fc71562020-11-25T00:27:00ZengFrontiers Media S.A.Frontiers in Psychology1664-10782018-07-01910.3389/fpsyg.2018.01180396418Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and GenderTami Katzir0Young-Suk G. Kim1Shahar Dotan2Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, IsraelEducation, University of California, Irvine, Irvine, CA, United StatesEdmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, IsraelBackground: Most studies in the field of reading have focused on the linguistic and cognitive factors. Less is known about the affective aspects of reading in young readers, such as self-perceptions of reading, and reading anxiety.Aims: This study aimed to shed light on the direct and indirect relations between reading and related skills (working memory, emergent literacy skills, word reading accuracy and rate, and gender) as sources of reading affect (reading self-concept and anxiety).Sample: A total of 115 Hebrew speaking second graders participated in this study.Methods: A set of measures assessing reading accuracy and rate, emergent literacy skills (phonological fluency, rapid automatized naming and working memory) and reading affect questionnaires (reading self-concept and reading anxiety) were administered to the participants.Results: Path analysis was used as the primary analytic approach. Results indicated a negative moderate relation between reading self-concept and reading anxiety. The relations of working memory and emergent literacy to reading self-concept and reading anxiety were indirect via word reading accuracy and reading rate. Girls reported higher reading anxiety and lower reading self-concept, despite higher performance in reading accuracy and no difference in reading rate.Conclusion: The current results support the importance of examining reading affect and potential sources of reading affect. Results suggest that reading self-concept and reading anxiety and their related skills should be considered in designing reading intervention and instructions.https://www.frontiersin.org/article/10.3389/fpsyg.2018.01180/fullreadinganxietyself-conceptworking memorygender
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Tami Katzir Young-Suk G. Kim Shahar Dotan
spellingShingle	Tami Katzir Young-Suk G. Kim Shahar Dotan Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender Frontiers in Psychology reading anxiety self-concept working memory gender
author_facet	Tami Katzir Young-Suk G. Kim Shahar Dotan
author_sort	Tami Katzir
title	Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender
title_short	Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender
title_full	Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender
title_fullStr	Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender
title_full_unstemmed	Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender
title_sort	reading self-concept and reading anxiety in second grade children: the roles of word reading, emergent literacy skills, working memory and gender
publisher	Frontiers Media S.A.
series	Frontiers in Psychology
issn	1664-1078
publishDate	2018-07-01
description	Background: Most studies in the field of reading have focused on the linguistic and cognitive factors. Less is known about the affective aspects of reading in young readers, such as self-perceptions of reading, and reading anxiety.Aims: This study aimed to shed light on the direct and indirect relations between reading and related skills (working memory, emergent literacy skills, word reading accuracy and rate, and gender) as sources of reading affect (reading self-concept and anxiety).Sample: A total of 115 Hebrew speaking second graders participated in this study.Methods: A set of measures assessing reading accuracy and rate, emergent literacy skills (phonological fluency, rapid automatized naming and working memory) and reading affect questionnaires (reading self-concept and reading anxiety) were administered to the participants.Results: Path analysis was used as the primary analytic approach. Results indicated a negative moderate relation between reading self-concept and reading anxiety. The relations of working memory and emergent literacy to reading self-concept and reading anxiety were indirect via word reading accuracy and reading rate. Girls reported higher reading anxiety and lower reading self-concept, despite higher performance in reading accuracy and no difference in reading rate.Conclusion: The current results support the importance of examining reading affect and potential sources of reading affect. Results suggest that reading self-concept and reading anxiety and their related skills should be considered in designing reading intervention and instructions.
topic	reading anxiety self-concept working memory gender
url	https://www.frontiersin.org/article/10.3389/fpsyg.2018.01180/full
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Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender

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