Better mid-year decoding performance positively predicts end-of-year harm avoidance symptoms¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Adding mid-year WJBR decoding scores significantly improved prediction of end-of-year harm avoidance, with poorer decoding predicting lower harm avoidance — a direction opposite to that hypothesized. → 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

Hierarchical linear regression in the same 153-child first-grade sample. Adding T1 decoding (WJBR) significantly raised R2 for T2 harm avoidance from .07 to .12; Table 2 reports β = .20, and the discussion notes children performing worse at decoding tended to report lower harm avoidance.

"For Harm Avoidance (HA), the R2 obtained by regressing T2-HA on T1-HA was .07 (p < .01) and including WJBR in Block 2 significantly increased the total R2 to .12 (p < .01; see Table 2)."

Discussion¶

Learner Variables¶

• Decoding — predictor: learners who differ on it differ in outcomes

Related Claims¶

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