Better mid-year oral reading fluency predicts lower separation anxiety symptoms at end of first grade¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? In hierarchical linear regression, adding mid-year CMERS fluency scores significantly improved prediction of end-of-year separation anxiety, with better fluency predicting fewer separation symptoms. → 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 a longitudinal study of 153 first-graders assessed at mid-year (T1) and end-of-year (T2). Adding T1 fluency (CMERS) significantly increased R2 for T2 separation anxiety from .04 to .09; the table reports β = −.23 for T1-CMERS, indicating better fluency predicted fewer separation symptoms.
"For Separation Anxiety (SEP), the R2 obtained by regressing T2-SEP on T1-SEP was .04 (p < .05) and including CMERS in Block 2 significantly increased the total R2 to .09 (p < .01; see Table 2)."
Discussion¶
Learner Variables¶
- Reading and Language — predictor: learners who differ on it differ in outcomes
- Reading Fluency — 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
- 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
- Total anxiety predicts later fluency for girls only, via a significant gender-by-anxiety interaction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
fluency-predicts-lower-separation-anxiety |
title |
Better mid-year oral reading fluency predicts lower separation anxiety symptoms at end of first grade |
description |
Better mid-year oral reading fluency predicts lower separation anxiety symptoms at end of first grade |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — grills-taquechel-2012 |
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