The association between anxiety and academic performance in children with reading disorder: A longitudinal cohort study

The purpose of this study was to examine the association between anxiety and overall academic performance (AP) in children with reading disorder (RD). This two-year longitudinal cohort included 128 participants (aged 7–14 years) RD. Anxiety symptoms were evaluated using School Scale – Teacher Report for first year eight-item Spence Children's second year. AP assessed by teacher ratings progress content areas, including reading, writing math. Teachers completed evaluations every 3 months. We standardized all scores (to z scores). Multivariate linear regression models (adjusting age, sex Attention-Deficit/Hyperactivity Disorder symptoms) cross-sectionally at each timepoint survey completion. Repeated measures analysis mixed relationship longitudinally. Results from both univariate multivariate analyses showed being significantly negatively associated RD, Importantly, increased reduced over time within an individual (adjusted ? = ?0.22, p .002). lends support screening disorders Future research should directionality relationship, potential mediators pathway whether interventions reduce increase AP.