Reading Anxiety and Difficulties of Syrian Students in Turkish Reading

This study examined the Turkish course‐related and reading anxiety, as well as the reading difficulties, of Syrian students attending primary schools in Turkey. Data were collected from 395 students using the Turkish Course Anxiety Scale (TDKÖ) and the Turkish Reading Anxiety Scale (TOKÖ). According to the analysis results, while a significant difference was found in communication anxiety by gender (p = .021), no difference was observed in overall anxiety levels (p = .580). As grade level increased, Turkish course anxiety (p = .005), test anxiety (p = .010), and fear of negative evaluation (p = .035) decreased; similarly, reading anxiety differed by both gender (p = .037) and grade level (p = .002). In addition, a moderate relationship was identified between Turkish course anxiety and reading anxiety (r = .566, p < .01), and a significantly high negative relationship was found between reading anxiety and Turkish reading achievement (p < .001). The results indicate that the anxieties experienced by Syrian students interact with their learning processes. Therefore, support programs should be implemented to reduce students' anxieties.