Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender

Tami Katzir, Young-Suk G. Kim, Shahar Dotan

Background: Most studies in the field of reading have focused on the linguistic and cognitive factors. Less is known about the affective aspects of reading in young readers, such as self-perceptions of reading, and reading anxiety. Aims: This study aimed to shed light on the direct and indirect relations between reading and related skills (working memory, emergent literacy skills, word reading accuracy and rate, and gender) as sources of reading affect (reading self-concept and anxiety). Sample: A total of 115 Hebrew speaking second graders participated in this study. Methods: A set of measures assessing reading accuracy and rate, emergent literacy skills (phonological fluency, rapid automatized naming and working memory) and reading affect questionnaires (reading self-concept and reading anxiety) were administered to the participants. Results: Path analysis was used as the primary analytic approach. Results indicated a negative moderate relation between reading self-concept and reading anxiety. The relations of working memory and emergent literacy to reading self-concept and reading anxiety were indirect via word reading accuracy and reading rate. Girls reported higher reading anxiety and lower reading self-concept, despite higher performance in reading accuracy and no difference in reading rate. Conclusion: The current results support the importance of examining reading affect and potential sources of reading affect. Results suggest that reading self-concept and reading anxiety and their related skills should be considered in designing reading intervention and instructions.