The effect of an integrated reading and anxiety intervention for poor readers with anxiety

Journal article

Francis, Deanna, Hudson, Jennifer L., Kohnen, Saskia, Mobach, Lynn and McArthur, Genevieve M.. (2021). The effect of an integrated reading and anxiety intervention for poor readers with anxiety. PeerJ. 9, p. Article e10987. https://doi.org/10.7717/peerj.10987
AuthorsFrancis, Deanna, Hudson, Jennifer L., Kohnen, Saskia, Mobach, Lynn and McArthur, Genevieve M.
Abstract

A recent systematic review has reported that poor reading is reliably associated with anxiety. However, we currently lack evidence-based intervention for children who have both poor reading and anxiety (PRAX). In this study, we tested a new PRAX intervention in 8- to 12-year-old children using a double-baseline intervention case series design. Analyses of both group and individual data revealed that 12 weeks of PRAX intervention significantly improved children’s reading and spelling accuracy, and significantly reduced both anxiety disorders and symptoms. These results support PRAX intervention as a treatment for comorbid reading and anxiety problems in children and pave the way to a randomised controlled trial.

Keywordspoor reading; anxiety; intervention case series; treatment
Year2021
JournalPeerJ
Journal citation9, p. Article e10987
PublisherPeerJ Ltd.
ISSN2167-8359
Digital Object Identifier (DOI)https://doi.org/10.7717/peerj.10987
PubMed ID33665040
Scopus EID2-s2.0-85101898068
PubMed Central IDPMC7912612
Open accessPublished as ‘gold’ (paid) open access
Page range1-30
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online24 Feb 2021
Publication process dates
Accepted01 Feb 2021
Deposited20 Nov 2023
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