02/11/2026
From the STARS Lab and Dr. Caroline Richter:
We are excited to share the publication of our recent study, “The Role of Anxiety on Reading Comprehension in the Context of Socioemotional and Cognitive Risk and Promotive Factors,” in the journal Mind, Brain, and Education, led by Brianna Paquette (University of Alabama at Birmingham) and Rachelle Johnson (Florida State University), under the mentorship of Dr. Caroline G. Richter.
This study explored how different types of anxiety—general and test-related—are related to children’s reading comprehension. We found that general anxiety was related to test anxiety, but test anxiety itself did not significantly impact reading scores. Instead, traits like attention and effortful control were strong predictors of reading success. Interestingly, high levels of positive emotions sometimes made reading harder, possibly due to reduced focus.
The findings suggest that while a little anxiety may help children stay alert, too much can hinder reading performance. Supporting children’s focus and emotional regulation may be key to improving literacy outcomes.
Learn more on our blog:
Recently Published Study on Anxiety and Reading Comprehension in Children Posted on February 10, 2026February 10, 2026Author sokelleyCategories Blog, Research Blog post by Lily Jackson We are excited to share findings from one of our recent publications, “The Role of Anxiety on Reading Comprehensi...
