ArticleChild psychiatry and human development2026
Relationships Between Anxiety, Attention, and Reading Performance in Children.
Article in Child psychiatry and human development, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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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.
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Who cites it
5 citing papers in PubMed, 5 citations in OpenAlex.
- Differential relationships of positive and negative parenting styles on primary school children's academic achievement: Learning anxiety and learning engagement matter.British journal of psychology (London, England : 1953) · 2026Article
- Psychoemotional Profiles in Reading Comprehension Among Students with Typical Development, Learning Disabilities, and Developmental Language Disorder.Behavioral sciences (Basel, Switzerland) · 2026Article
- Arithmetic and reading skills mediate the link between math and reading anxiety and word problem solving.Scientific reports · 2025Article
- Efficacy of a Cognitive‑Behavioral Anxiety Management Program Integrated Within a Reading Intervention.International journal of cognitive therapy · 2024Article
- Cognitive Regulation Strategies Used by Children with Reading Difficulties.Children (Basel, Switzerland) · 2024Article
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Authors and funding
3 authors at 2 institutions in 1 country.
Funding
Abstract
Many studies link anxiety in children with reading difficulties, but some facets of anxiety have been found to be positively associated with reading achievement. Attentional Control Theory offers a potential explanation for these seemingly contradictory findings, positing that anxiety can both interfere in attentional processes and enhance effort and use of compensatory processing strategies. The current study examines the relationships between anxiety, attentional control, and reading performance (word reading/decoding and passage comprehension) in a racially-diverse sample of 251 s-grade students, 152 of whom had not met reading benchmarks using screening measures. Results showed that harm avoidance was positively associated with reading performance and physical symptoms of anxiety were negatively associated with reading performance. These links were attenuated when including attentional control in the model, suggesting mediation and lending support to Attentional Control Theory. Further research is needed to confirm causal mediation effects between anxiety, attentional control, and reading performance.
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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.