Compounding Effects of Domain-General Cognitive Weaknesses and Word Reading Difficulties on Anxiety Symptoms in Youth

Autor/inn/en	Anderson, Nina J.; Rozenman, Michelle; Pennington, Bruce F.; Willcutt, Erik G.; McGrath, Lauren M.
Titel	Compounding Effects of Domain-General Cognitive Weaknesses and Word Reading Difficulties on Anxiety Symptoms in Youth
Quelle	In: Journal of Learning Disabilities, 56 (2023) 5, S.343-358 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Nina J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194221098719
Schlagwörter	Cognitive Processes; Executive Function; Reading Skills; Anxiety; Children; Adolescents; Correlation; Reading Difficulties; Twins; Individual Characteristics; Attention Deficit Hyperactivity Disorder; Racial Differences; Ethnicity; Gender Differences; Colorado; Childrens Manifest Anxiety Scale; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Reading skill; Lesefertigkeit; Angst; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Korrelation; Reading difficulty; Leseschwierigkeit; Twin; Zwilling; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Rassenunterschied; Ethnizität; Geschlechterkonflikt
Abstract	This study examined whether domain-general cognitive weaknesses in processing speed (PS) or executive functioning (EF) moderate the relation between word reading scores and anxiety such that lower word reading scores in combination with lower cognitive scores are associated with higher anxiety symptoms. The sample consisted of 755 youth ages 8-16 who were recruited as part of the Colorado Learning Disabilities Research Center twins study. Lower scores on PS (R[superscript 2] = 0.007, p = 0.014), EF (R[superscript 2] = 0.009, p = 0.006), and word reading (R[superscript 2] = 0.006-0.008, p = 0.010-0.032) were associated with higher anxiety scores. In addition, the word reading × cognitive interactions were significant such that lower scores on PS (R[superscript 2] = 0.010, p = 0.005) or EF (R[superscript 2] = 0.013, p = 0.010) "combined" with lower word reading were associated with higher-than-expected anxiety symptoms. Results suggest that weaknesses in PS, EF, and word reading are modestly associated with higher anxiety symptoms, and these anxiety symptoms may be compounded in youth with both PS or EF weaknesses and word reading difficulties. These findings can guide assessment approaches for identifying youth with word reading challenges who may be at increased risk for anxiety. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01