Study of Adaptation and Validity Evidence of the Reading Anxiety Scale (RAS-20) - Version for Parents and Guardians
DOI:
https://doi.org/10.1590/Abstract
Reading anxiety can hinder involvement and performance. This study aimed to present the adaptation and validity evidence of the Reading Anxiety Scale (RAS-20) for parents and guardians. A total of 240 parents and guardians with children aged from eight to 12 years ( M = 9.73; SD = 1.41) took part in the study. A sociodemographic and health conditions questionnaire, the Child Behavior Checklist (CBCL) and the Reading Anxiety Scale (RAS) version for parents and guardians were applied. The results of the confirmatory factor analysis indicated good adjustment rates for the three dimensions assessed by the scale (enjoyment, independence, and difficulty). Convergent validity evidence supported the hypothesis of anxiety as a specific phenomenon, different from general anxiety. The RAS-Version for parents and guardians showed adequate psychometric properties and can contribute to the development of interventions in the clinical, family, and school context.
Downloads
References
Associação Brasileira de Empresas e Pesquisa. (2022). Critério de Classificação Econômica Brasil [Brazil Economic Classification Criteria]. https://www.abep.org/criterio-brasil
» https://www.abep.org/criterio-brasil
Bordin, I. A., Rocha, M. M., Paula, C. S., Teixeira, M. C. T. V., Achenbach, T. M., Rescorla, L. A., & Silvares, E. F. M. (2013). Child Behavior Checklist (CBCL), Youth Self-Report (YSR) and Teacher’s Report Form (TRF): An overview of the development of the original and Brazilian versions. Cadernos de Saúde Pública, 29(1), 13-28. https://doi.org/10.1590/s0102-311x2013000100004
» https://doi.org/10.1590/s0102-311x2013000100004
Borsa, J. C., & Nunes, M. L. T. (2008). Concordância parental sobre problemas de comportamento infantil através do CBCL [Parental agreement on child behavior problems through the CBCL]. Paidéia (Ribeirão Preto), 18(40), 317-330. https://doi.org/10.1590/s0103-863x2008000200009
» https://doi.org/10.1590/s0103-863x2008000200009
Carroll, J. M., & Fox, A. C. (2017). Reading self-efficacy predicts word reading but not comprehension in both girls and boys. Frontiers in Psychology, 7, 2056. https://doi.org/10.3389/fpsyg.2016.02056
» https://doi.org/10.3389/fpsyg.2016.02056
Cunha, V. L. O., & Capellini, S. A. (2013). Construction and validation of an instrument to assess the reading comprehension of students from the third to the fifth grades of elementary school. CoDAS, 26(1), 28-37. https://doi.org/10.1590/S2317-17822014000100005
» https://doi.org/10.1590/S2317-17822014000100005
Cunha, C. M., de Almeida Neto, O. P., & Stackfleth, R. S. (2016). Principais métodos de avaliação psicométrica da confiabilidade de instrumentos de medida [Main psychometric evaluation methods of measuring instruments reliability]. Revista de Atenção à Saúde, 14(49), 98-103. https://doi.org/10.13037/ras.vol14n49.3671
» https://doi.org/10.13037/ras.vol14n49.3671
Davis, K., Margolis, A. E., Thomas, L., Huo, Z., & Marsh, R. (2018). Amygdala sub-regional functional connectivity predicts anxiety in children with reading disorder. Developmental Science, 21(5), e12631. https://doi.org/10.1111/desc.12631
» https://doi.org/10.1111/desc.12631
Haase, V. G., Júlio-Costa, A., Pinheiro-Chagas, P., Oliveira, L. F. S., Micheli, L. R., & Wood, G. (2012). Math self-assessment, but not negative feelings, predicts mathematics performance of elementary school children. Child Development Research, 2012, 982672. https://doi.org/10.1155/2012/982672
» https://doi.org/10.1155/2012/982672
Hair, J. F., Jr., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2009). Análise multivariada de dados [Multivariate data analysis] (A. S. Sant’Anna, Trans., 6th ed.). Bookman.
Hernández, M. M., Eisenberg, N., Valiente, C., Thompson, M. S., Spinrad, T. L., Grimm, K. J., VanSchyndel, S. K., Berger, R. H., Silva, K. M., Pina, A. A., Southworth, J., & Gal, D. E. (2018). Trajectories of the expression of negative emotion from kindergarten to first grade: Associations with academic outcomes. Journal of Educational Psychology, 110(3), 324-337. https://doi.org/10.1037/edu0000213
» https://doi.org/10.1037/edu0000213
Hernández, M. M., Eisenberg, N., Valiente, C., VanSchyndel, S. K., Spinrad, T. L., Silva, K. M., Berger, R. H., Diaz, A., Terrell, N., Thompson, M. S., & Southworth, J. (2016). Emotional expression in school context, social relationships, and academic adjustment in kindergarten. Emotion (Washington, DC), 16(4), 553-566. https://doi.org/10.1037/emo0000147
» https://doi.org/10.1037/emo0000147
Joshi, R. M., Tao, S., Aaron, P. G., & Quiroz, B. (2012). Cognitive component of componential model of reading applied to different orthographies. Journal of Learning Disabilities, 45(5), 480-486. https://doi.org/10.1177/0022219411432690
» https://doi.org/10.1177/0022219411432690
Katzir, T., Kim, Y. S. G., & Dotan, S. (2018). Reading self-concept and reading anxiety in second grade children: The roles of word reading, emergent literacy skills, working memory and gender. Frontiers in Psychology, 9, 1180. https://doi.org/10.3389/fpsyg.2018.01180
» https://doi.org/10.3389/fpsyg.2018.01180
Macdonald, K. T., Cirino, P. T., Miciak, J., & Grills, A. E. (2021). The role of reading anxiety among struggling readers in fourth and fifth grade. Reading and Writing Quarterly, 37(4), 382-394. https://doi.org/10.1080/10573569.2021.1874580
» https://doi.org/10.1080/10573569.2021.1874580
Marin, A. H., Schaefer, M. P., Lima, M., Rolim, K. I., Fava, D. C., & Feijó, L. P. (2021). Delineamentos de pesquisa em psicologia clínica: Classificação e aplicabilidade. [Outlines of Clinical Psychology Research: Classification and Applicability]. Psicologia: Ciência e Profissão, 41, e221647. https://doi.org/10.1590/1982-3703003221647
» https://doi.org/10.1590/1982-3703003221647
Nachshon, O., & Horowitz‐Kraus, T. (2018). Cognitive and emotional challenges in children with reading difficulties. Acta Paediatrica, 108(6), 1110-1114. https://doi.org/10.1111/apa.14672
» https://doi.org/10.1111/apa.14672
Pasquali, L. (2010). Instrumentação psicológica: Fundamentos e práticas [Psychological instrumentation: Fundamentals and practices]. Artmed.
Peng, P., Fuchs, D., Fuchs, L. S., Elleman, A. M., Kearns, D. M., Gilbert, J. K., Compton, D. L., Cho, E., & Patton, S. (2019). A longitudinal analysis of the trajectories and predictors of word reading and reading comprehension development among at-risk readers. Journal of Learning Disabilities, 52(3), 195-208. https://doi.org/10.1177/0022219418809080
» https://doi.org/10.1177/0022219418809080
Piccolo, L. R., Giacomoni, C. H., Lima, M., Basso, F. P., Haase, V. G., Zbornik, J., & Salles, J. F. (2020). Translation and cross-cultural adaptation of the Brazilian version of the Reading Anxiety Scale: Short version. Estudos de Psicologia (Campinas), 37, e180169. https://doi.org/10.1590/1982-0275202037e180169
» https://doi.org/10.1590/1982-0275202037e180169
Piccolo, L. R., Oliveira, S., & Koltermann, G. (2017). Ansiedade de leitura e dislexia [Reading anxiety and dyslexia]. In J. F. Salles & A. L. G. P. Navas (Eds.), Dislexias do desenvolvimento e adquiridas [Developmental and acquired dyslexia] (pp. 10-20). Pearson.
Ramirez, G., Fries, L., Gunderson, E., Schaeffer, M. W., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2019). Reading anxiety: An early affective impediment to children’s success in reading. Journal of Cognition and Development, 20(1), 15-34. https://doi.org/10.1080/15248372.2018.1526175
» https://doi.org/10.1080/15248372.2018.1526175
Reppold, C. T., Gurgel, L. G., & Hutz, C. S. (2014). O processo de construção de escalas psicométricas [The process of construction of psychometric scales]. Avaliação Psicológica, 13(2), 307-310. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1677-04712014000200018&lng=pt&tlng=pt
» http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1677-04712014000200018&lng=pt&tlng=pt
Rodrigues, B., Cadime, I., Viana, F. L., & Ribeiro, I. (2020). Developing and validating tests of reading and listening comprehension for fifth and sixth grade students in Portugal. Frontiers in Psychology, 11, 610876. https://doi.org/10.3389/fpsyg.2020.610876
» https://doi.org/10.3389/fpsyg.2020.610876
Seabra-Santos, M. J., & Almeida, M. S. (2014). Falamos da mesma criança? Concordância mãe-pai-professores na avaliação do temperamento de crianças portuguesas [Are we talking about the same child? Mother-father-teacher agreement in the assessment of Portuguese children’s temperament]. Psicologia: Reflexão e Crítica, 27(1), 10-20. https://doi.org/10.1590/S0102-79722014000100002
» https://doi.org/10.1590/S0102-79722014000100002
Stallard, P. (2010). Ansiedade: Terapia cognitivo-comportamental para crianças e jovens. [Anxiety: Cognitive-behavioral therapy for children and youth] (S. M. M. Rosa, Trans.). Artmed.
Teubert, D., & Pinquart, M. (2011). A meta-analytic review on the prevention of symptoms of anxiety in children and adolescents. Journal of Anxiety Disorders, 25(8), 1046-1059. https://doi.org/10.1016/j.janxdis.2011.07.001
» https://doi.org/10.1016/j.janxdis.2011.07.001
Zbornik, J. J. (1988). Empirical and theoretical extension of a reading anxiety paradigm. Kent State University.
Published
Issue
Section
License
Copyright (c) 2025 Paidéia (Ribeirão Preto)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Regarding the availability of contents, Paideia adopts the Creative Commons License, CC-BY. With this licence anyone is allowed to copy and redistribute the material in any medium or format, as well as to remix, transform, and create from the material for any purpose, even commercial, giving the proper copyright credits to the journal, providing a link to the licence and indicating if changes have been made.
Partial reproduction of other publications
Quotations of more than 500 words, reproductions of one or more figures, tables or other illustrations must have written permission from the copyright holder of the original work for the reproduction specified in the Paidéia journal. Permission should be addressed to the author of the submitted manuscript. Secondarily obtained rights will not be transferred under any circumstance.
