Trial reportJournal of learning disabilities
Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties.
Trial report in Journal of learning disabilities. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 3 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed, 3 syntheses or guidelines pooled it, 30 citations in OpenAlex.
- The association between reading anxiety and reading achievement: A meta-analysis and systematic review.Psychological bulletin · 2026Pooled it
- A meta-analysis of the effects of academic interventions on academic and academic anxiety outcomes in secondary students.Journal of school psychology · 2025Pooled it
- Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis.Annals of dyslexia · 2024Pooled it
- The Reading Anxiety Scale for children: Development and psychometric properties.School psychology (Washington, D.C.) · 2026Article
- Interventions for children and adolescents with specific learning disability and co-occurring disorders.Pediatric research · 2025Review
- Beyond Reading: Psychological and Mental Health Needs in Adolescents with Dyslexia.Pediatric reports · 2024Article
- Efficacy of a Cognitive‑Behavioral Anxiety Management Program Integrated Within a Reading Intervention.International journal of cognitive therapy · 2024Article
- Understanding the relation between reading and anxiety among upper elementary students with reading difficulties.Annals of dyslexia · 2024Article
- Are comorbidities of poor reading related to elevated anxiety in children?Annals of dyslexia · 2024Article
- Internalizing Symptoms and Reading Difficulties Among Early Elementary School Students.Child psychiatry and human development · 2023Article
- Exploring reading profiles of rural school students.Annals of dyslexia · 2023Article
- Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates.New directions for child and adolescent development · 2022Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors at 2 institutions in 1 country.
Funding
Abstract
We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three conditions: (a) small-group reading intervention with anxiety management instruction (RANX), (b) small-group reading intervention with math fact practice (RMATH), and (c) business-as-usual (BAU) comparison condition (no researcher provided treatment). Personnel from the research team provided participants in the RANX and RMATH the same reading intervention with the variation in the two treatments being whether the same amount of time per lesson was allocated to anxiety management (RANX) or practicing math facts (RMATH). Students in the RANX significantly outperformed students in the BAU on reading comprehension (effect size [ES] = 1.22) and students in the RMATH outperformed BAU on reading comprehension (ES = 0.77). Groups did not differ significantly on other reading outcomes. Reading anxiety moderated the main effect of the RANX intervention on the Test of Word Reading Efficiency (TOWRE) word reading when contrasted against the BAU group, indicating a significant difference favoring RANX where treatment's effect decreased by 0.94 units (about 1 point on the outcome) on word reading for each additional point increase in reading anxiety.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.