Tami Katzir|Young?Suk G. Kim|Shahar Dotan
Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender
University of Haifa|University of California, Irvine|University of Haifa
background 3 studies field reading focused linguistic cognitive factors less 4 known affective aspects reading young readers selfperceptions 5 reading reading related anxiety 6 aims 7 study aimed shed light direct indirect relations reading related 8 skills working memory emergent literacy skills word reading accuracy rate gender 9 sources reading affect reading selfconcept anxiety 10 sample 11 total 115 hebrew speaking second graders participated study 12 methods 13 set measures assessing reading accuracy rate emergent literacy skills phonological 14 fluency rapid automatized naming working memory reading affect questionnaires 15 reading selfconcept reading anxiety administered participants 16 results 17 path analysis used primary analytic approach results indicated negative moderate 18 relation reading selfconcept reading anxiety relations working memory 19 emergent literacy reading selfconcept reading anxiety shown primarily 20 indirect via word reading accuracy reading rate girls report higher reading anxiety 21 lower reading selfconcept despite higher performance reading accuracy difference 22 reading rate compared boys 23 conclusions 24 current results support importance examining reading affect potential sources 25 reading affect results suggest reading selfconcept anxiety related skills 26 considered designing reading intervention instructions