The Reading Anxiety Scale for Children: Development and Psychometric Properties
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| Title: | The Reading Anxiety Scale for Children: Development and Psychometric Properties |
|---|---|
| Language: | English |
| Authors: | Amie E. Grills (ORCID |
| Source: | School Psychology. 2026 41(3):352-363. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | R01HD087706 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades |
| Descriptors: | Test Construction, Reading, Anxiety, Elementary School Students, Screening Tests, Psychometrics, Grade 3, Grade 4, Test Reliability, Test Validity |
| DOI: | 10.1037/spq0000721 |
| ISSN: | 2578-4218 2578-4226 |
| Abstract: | Research has demonstrated a connection between anxiety and reading-related variables (e.g., achievement) in elementary school students, including those receiving reading intervention. While numerous psychometrically strong measures of child anxiety exist, there remains a need for a brief, self-report screening tool that can be used for assessing anxiety specific to reading. This study presents findings on the development and psychometric properties of such a measure, the Reading Anxiety Scale (RAS). Third- and fourth-grade students who were participating in a larger randomized control trial completed the RAS at two time points (T1, n = 306; T2, n = 219), along with other self-report behavioral measures. Exploratory factor analysis and confirmatory factor models demonstrated good fit for the six-item RAS. Further analysis revealed that the screener was most accurate at detecting higher than average reading anxiety levels, consistent with development goals. Internal consistency was adequate, as were convergent and discriminant validity. Overall, preliminary support for the RAS as a screener for identifying reading-related anxiety symptoms was demonstrated. Findings are discussed in terms of the utility of the scale, particularly within the context of school-based intervention research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507429 |
| Database: | ERIC |
| Abstract: | Research has demonstrated a connection between anxiety and reading-related variables (e.g., achievement) in elementary school students, including those receiving reading intervention. While numerous psychometrically strong measures of child anxiety exist, there remains a need for a brief, self-report screening tool that can be used for assessing anxiety specific to reading. This study presents findings on the development and psychometric properties of such a measure, the Reading Anxiety Scale (RAS). Third- and fourth-grade students who were participating in a larger randomized control trial completed the RAS at two time points (T1, n = 306; T2, n = 219), along with other self-report behavioral measures. Exploratory factor analysis and confirmatory factor models demonstrated good fit for the six-item RAS. Further analysis revealed that the screener was most accurate at detecting higher than average reading anxiety levels, consistent with development goals. Internal consistency was adequate, as were convergent and discriminant validity. Overall, preliminary support for the RAS as a screener for identifying reading-related anxiety symptoms was demonstrated. Findings are discussed in terms of the utility of the scale, particularly within the context of school-based intervention research. |
|---|---|
| ISSN: | 2578-4218 2578-4226 |
| DOI: | 10.1037/spq0000721 |
