Understanding Reading Development: The Interplay of Fluency, Engagement, and Reading Anxiety in Early Grades

Abstract

Reading achievement is positively associated with reading engagement; however, reading anxiety may undermine this relationship by reinforcing avoidance behaviors and reducing engagement. This study investigated whether reading anxiety mediates the association between early reading fluency and later reading engagement, and whether child interest or parent importance value for reading moderate this relationship. The reading skills of approximately 660 children were assessed in Grades 1 and 2. Reading engagement (i.e., reading frequency and avoidance) was measured in both grades, while reading anxiety, children's interest in reading, and parental value placed on reading were assessed in Grade 2. Structural equation modeling was used to examine the mediating role of reading anxiety and the moderating effects of child and parental task values. Grade 1 reading fluency skills predicted Grade 2 fluency, indicating that early reading skills have a direct effect on later reading achievement. Additionally, they predicted Grade 2 reading anxiety, with higher early reading fluency predicting lower anxiety levels. Reading anxiety, in turn, was negatively associated with both Grade 2 reading fluency and reading frequency and it significantly mediated the relationship between Grade 1 fluency and Grade 2 reading frequency. Children's interest in reading was positively associated with both fluency and frequency, while parental value was associated with frequency only. However, neither child nor parent reading values moderated the associations between anxiety and either fluency or frequency. These findings highlight the importance of addressing early reading fluency difficulties and reading anxiety to foster sustained reading engagement and support long-term reading development.