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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 0000-0002-8416-9262), Stephanie Estrera, Callie W. Little, Colleen M. Ganley, Jeanette Taylor, Sara A. Hart (ORCID 0000-0001-9793-0420)
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
FullText Text:
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PubType: Academic Journal
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PreciseRelevancyScore: 0
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  Data: General Anxiety and Reading Achievement as Genetic Sources of Variance in Reading Anxiety
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  Data: <searchLink fieldCode="AR" term="%22Rachelle+M%2E+Johnson%22">Rachelle M. Johnson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8416-9262">0000-0002-8416-9262</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephanie+Estrera%22">Stephanie Estrera</searchLink><br /><searchLink fieldCode="AR" term="%22Callie+W%2E+Little%22">Callie W. Little</searchLink><br /><searchLink fieldCode="AR" term="%22Colleen+M%2E+Ganley%22">Colleen M. Ganley</searchLink><br /><searchLink fieldCode="AR" term="%22Jeanette+Taylor%22">Jeanette Taylor</searchLink><br /><searchLink fieldCode="AR" term="%22Sara+A%2E+Hart%22">Sara A. Hart</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9793-0420">0000-0001-9793-0420</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Mind%2C+Brain%2C+and+Education%22"><i>Mind, Brain, and Education</i></searchLink>. 2026 20(2).
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  Data: 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
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  Data: Y
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  Data: 7
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  Data: 2026
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  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)<br />Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Twins%22">Twins</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Genetics%22">Genetics</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink>
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  Data: 10.1111/mbe.70045
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1751-2271<br />1751-228X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Data: 2026
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506216
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    Identifiers:
      – Type: doi
        Value: 10.1111/mbe.70045
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
    Subjects:
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Twins
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
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      – SubjectFull: Grade 6
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      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Reading Achievement
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      – SubjectFull: Genetics
        Type: general
      – SubjectFull: Environmental Influences
        Type: general
      – SubjectFull: Individual Differences
        Type: general
    Titles:
      – TitleFull: General Anxiety and Reading Achievement as Genetic Sources of Variance in Reading Anxiety
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          Name:
            NameFull: Rachelle M. Johnson
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              Y: 2026
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