General Anxiety and Reading Achievement as Genetic Sources of Variance in Reading Anxiety
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| Title: | General Anxiety and Reading Achievement as Genetic Sources of Variance in Reading Anxiety |
|---|---|
| Language: | English |
| Authors: | Rachelle M. Johnson (ORCID |
| Source: | Mind, Brain, and Education. 2026 20(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) Institute of Education Sciences (ED) |
| Contract Number: | P50HD052120 R305B200020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 Grade 9 High Schools |
| Descriptors: | Anxiety, Reading, Twins, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Reading Achievement, Genetics, Environmental Influences, Individual Differences |
| DOI: | 10.1111/mbe.70045 |
| ISSN: | 1751-2271 1751-228X |
| Abstract: | Reading anxiety is conceptualized as a fear of reading that is correlated with but a separate construct from general anxiety and reading achievement. Using a sample of 408 twin children across the United States in third through ninth grade, we plan to empirically investigate the genetic and environmental factors contributing to individual differences in reading anxiety, and how these factors are accounted for by the major correlates of general anxiety and reading achievement. First, we will use regression modeling to determine the extent to which there is variance unique to reading anxiety that is not explained by reading achievement and general anxiety. Second, we will use twin modeling to determine the extent of the genetic and environmental variance on reading anxiety, after accounting for common genetic and environmental variance shared with general anxiety and reading achievement. The data has already been collected, but none of the analyses have been run. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1506216 |
| Database: | ERIC |
| Abstract: | Reading anxiety is conceptualized as a fear of reading that is correlated with but a separate construct from general anxiety and reading achievement. Using a sample of 408 twin children across the United States in third through ninth grade, we plan to empirically investigate the genetic and environmental factors contributing to individual differences in reading anxiety, and how these factors are accounted for by the major correlates of general anxiety and reading achievement. First, we will use regression modeling to determine the extent to which there is variance unique to reading anxiety that is not explained by reading achievement and general anxiety. Second, we will use twin modeling to determine the extent of the genetic and environmental variance on reading anxiety, after accounting for common genetic and environmental variance shared with general anxiety and reading achievement. The data has already been collected, but none of the analyses have been run. |
|---|---|
| ISSN: | 1751-2271 1751-228X |
| DOI: | 10.1111/mbe.70045 |
