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The effect of an integrated reading and anxiety intervention for poor readers with anxiety
Francis, Deanna Hudson, Jennifer L. Kohnen, Saskia Mobach, Lynn McArthur, Genevieve M.
Francis, Deanna
Hudson, Jennifer L.
Kohnen, Saskia
Mobach, Lynn
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.
Keywords
poor reading, anxiety, intervention case series, treatment
Date
2021
Type
Journal article
Journal
PeerJ
Book
Volume
9
Issue
Page Range
1-30
Article Number
Article e10987
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open