Reading Anxiety and Reading Performance in 3rd Grade Children: Predictive Role of Reading Anxiety Beyond Cognitive Predictors

This study examined the role of reading anxiety (RA) in 3rd grade children's reading performance, alongside recognized cognitive predictors, such as phonological awareness (PA), naming speed (RAN), and verbal working memory (VWM). To enable this investigation, the 20-item version of the Reading Anxiety Scale (RAS-20) was first adapted for European Portuguese, as no validated instrument was previously available. Participants included 109 Portuguese children (61 girls and 48 boys; MTotal = 8.96 years, SD = .32) assessed on non-verbal reasoning, trait anxiety, RA, reading comprehension, text reading fluency, PA, RAN, and VWM. To examine the factor structure of the adapted scale, a confirmatory factor analysis (CFA) of the original model was first conducted showing inadequate fit. This was followed by exploratory factor analyses (EFA) and a subsequent CFA of the refined model. The final 16-item solution demonstrated acceptable fit, supporting a three-factor structure and providing evidence of reliability and preliminary support for construct validity for the Portuguese version (RAS-P). Hierarchical regression analyses showed that RA contributed significantly to reading comprehension and text reading fluency when considered independently. However, when cognitive predictors were included in the models, the contribution of RA decreased but remained significant for reading comprehension, whereas it became non-significant for text reading fluency. These findings suggest that RA plays a complementary, but not primary, role in reading performance. This study contributes to a more integrated understanding of emotional and cognitive influences on reading performance and provides a validated tool for assessing RA in European Portuguese children.