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ABSTRACT To support literacy acquisition, abundant research has focused on cognitive predictors. However, reading processes also involve affective factors. The present study explored children’s reading-related anxiety and its longitudinal associations with reading skills and reading interest value among a sample of 790 Finnish children followed from Grade 2 to Grade 3.
As a journalist, you can create a free Muck Rack account to customize your profile, list your contact preferences, and upload a portfolio of your best work.
