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Comparison of reading accuracy, reading fluency and reading comprehension in students with learning disabilities with and without anxiety symptoms
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Mahdi Abdollahzadeh Rafi   , Ali Ortegoli , Saeed Ariapooran |
| Master, General Psychology, Malayer University, Malayer, Iran. , aliortegoli7557@gmail.com |
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Abstract: (362 Views) |
Introduction: Students with learning disabilities often encounter significant challenges in reading, including accuracy, fluency, and comprehension. Anxiety is one factor that may exacerbate these difficulties. Therefore, this study aimed to compare reading accuracy, fluency, and comprehension among students with learning disabilities who exhibited or did not exhibit symptoms of anxiety.
Methods: This research employed a causal-comparative design. The study population consisted of all elementary school students with learning disabilities in Arak during the 2021-2022 academic year. A purposive sampling method was used to select 36 participants (18 with and 18 without anxiety symptoms). Data was collected using the Spence Anxiety Scale (1998), the Shirazi and Nilipour Diagnostic Reading Test (2004), and the Wechsler Intelligence Scale for Children (2003). Data was analyzed using Fisher's exact test and independent t-tests in SPSS.
Results: The findings revealed no significant difference in reading accuracy or fluency between students with learning disabilities with or without anxiety symptoms (p >.05). However, reading comprehension was significantly higher in students with learning disabilities without anxiety compared to those with anxiety (p <.001).
Conclusion: Based on the findings, it can be concluded that anxiety does not significantly impact reading accuracy or fluency in students with learning disabilities but can reduce their reading comprehension. |
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| Keywords: Learning disability, anxiety, reading accuracy, reading comprehension, reading fluency |
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Full-Text [PDF 276 kb]
(128 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2024/06/30 | Accepted: 2024/12/4 | Published: 2025/01/29
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