End-of-year decoding was not predicted by any mid-year anxiety subscale¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? None of the MASC anxiety subscales measured at T1 significantly predicted T2 decoding performance, in contrast to the positive anxiety-fluency relation. → Grills-Taquechel 2012

Evidence¶

Grills-Taquechel 2012¶

Grills-Taquechel, Amie E.; Fletcher, Jack M.; Vaughn, Sharon R.; Stuebing, Karla K. (2012). Anxiety and Reading Difficulties in Early Elementary School: Evidence for Unidirectional- or Bi-Directional Relations? Child Psychiatry and Human Development, 43(1), 35-47. https://doi.org/10.1007/s10578-011-0246-1

q3 · i? · associational · r2

Null finding from the anxiety-predicting-achievement regression set in the 153-child first-grade sample: T1 achievement was the only significant predictor of T2 decoding in all cases. No effect size is printed for this null; equivalence was not tested.

"That is, decoding skills at T2 were not predicted by any of the anxiety subscales measured at T1, while a positive relation emerged between anxiety and fluency."

Discussion¶

Learner Variables¶

• Academic Anxiety — predictor: learners who differ on it differ in outcomes
• Affect Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Better mid-year decoding performance positively predicts end-of-year harm avoidance symptoms — related
• Mid-year harm avoidance symptoms positively predict end-of-year oral reading fluency for boys and girls — related
• Better mid-year oral reading fluency predicts lower separation anxiety symptoms at end of first grade — related
• Total anxiety predicts later fluency for girls only, via a significant gender-by-anxiety interaction — related