Poor reading and anxiety (PRAX): building a theory and practice

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Abstract

Clinicians, teachers, and researchers have long suspected that there may be some kind of association between poor reading and emotional health. However, for many years, studies of this association were generally sporadic and poor in quality. This article outlines how - over the last 5 years or so - national and international associates of the PRAX (poor reading and anxiety) research group have made significant progress in our understanding of whether there is a genuine association between poor reading and emotional problems, what type of emotional problem is most closely related to poor reading, how this problem can be detected by appropriate assessment, and how it might be treated effectively. It also describes how these gains in understanding have informed an evidence-based theory for why children with poor reading are at risk for emotional problems.

Original languageEnglish
Pages (from-to)169-180
Number of pages12
JournalAustralian Journal of Learning Difficulties
Volume27
Issue number1
Early online date25 Mar 2022
DOIs
Publication statusPublished - 2022

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