新研究表明，学生的阅读焦虑问题日益严重，其根源可追溯至小学时期的阅读能力不足。一项针对保加利亚499名儿童进行的纵向研究发现，一年级的阅读能力以及一至三年级、六至八年级期间的阅读进步都能预示八年级时的阅读焦虑水平1。这项研究在一至八年级期间对这些儿童进行了八次阅读能力测试，其中294名儿童还在八年级时接受了阅读焦虑测试1。
研究反映了一个值得关注的现象。过去八年中，针对阅读焦虑的研究增加了五倍1。在澳大利亚，约三分之一的学生未能达到NAPLAN测试的基本扫盲标准1。澳大利亚的研究估计约50%有阅读困难的儿童同时存在阅读焦虑1，这形成了恶性循环，使得早期阅读能力不足的学生更容易陷入阅读焦虑的困境。
Reading anxiety has become an increasingly widespread concern among students, with research interest in the phenomenon growing significantly over the past eight years 1. A longitudinal study tracking 499 Bulgarian children across grades one through eight, with 294 of those students assessed for reading anxiety in grade eight, reveals a clear connection between early reading struggles and later anxiety 1. The research found that reading ability in first grade, along with reading progress between grades one and three and between grades six and eight, all predicted reading anxiety levels by grade eight 1.
The implications extend beyond the classroom. In Australia, approximately one-third of students fail to meet basic literacy benchmarks on the NAPLAN test 1. Among children experiencing reading difficulties, roughly 50 percent also experience reading anxiety, creating a harmful cycle where struggling readers become increasingly anxious about reading 1.
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