Anxiety and Reading Comprehension of Chinese Children with and without Reading Disabilities: The Role of Processing Speed

Autor/inn/en	Wang, Li-Chih; Chen, Ji-Kang; Tsai, Huang-Ju
Titel	Anxiety and Reading Comprehension of Chinese Children with and without Reading Disabilities: The Role of Processing Speed
Quelle	In: Learning Disabilities Research & Practice, 37 (2022) 2, S.113-123 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Li-Chih) ORCID (Chen, Ji-Kang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12279
Schlagwörter	Anxiety; Reading Comprehension; Foreign Countries; Reading Difficulties; Learning Disabilities; Cognitive Processes; China + Suchen Sie Ihr Suchwort? Angst; Leseverstehen; Ausland; Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Cognitive process; Kognitiver Prozess
Abstract	The present study examined the mediating effect of processing speed on the relationship between state anxiety and reading comprehension in Chinese children with and without reading disabilities (RD). A total of 53 Chinese children with RD and 66 typically developing children were administered cognitive and noncognitive measures. We found that the two groups had distinct patterns of state anxiety and processing speed. A significant indirect effect of state anxiety on reading comprehension through processing speed was found only in children with RD. Our findings contribute to filling a research gap and provide evidence to front-line practitioners for adapting the teaching and measures for Chinese children with RD. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01