Examining the Efficacy of Integrating Anxiety Management Practices With Reading Intervention for Students With Reading Disabilities

Overview

There is a critical need for more rigorous study of interventions for third- and fourth-grade students with or at risk for specific learning disabilities in reading (i.e., reading disabilities; RD). There is some evidence that nonacademic factors play a role in limiting reading outcomes for older students with RD (Blicher et al., 2017; Grills et al., 2012, 2013, 2020).

The purpose of this study is to examine the efficacy of RANX, an integrated reading and anxiety management intervention for third- and fourth-grade students with RD. This randomized controlled trial will include 400 students across eight schools who score below the 25th percentile in reading comprehension. Students will be randomly assigned to either RANX, which provides systematic reading instruction integrated with cognitive-behavioral anxiety management strategies, or a business-as-usual comparison condition. Students will receive 2 years of intervention with assessments conducted at baseline, immediately postintervention, and at 1- and 2-year follow-up to examine both immediate and sustained effects on reading and anxiety outcomes. The study will also explore potential moderating effects of students’ initial word reading ability and anxiety to inform future implementation.