Abstract
Reading anxiety (RA) significantly influences children's emotional and cognitive development, affecting their reading performance. Effective identification of RA requires reliable and valid assessment tools tailored for specific populations, such as Brazilian children. OBJECTIVE: To evaluate the psychometric properties, including validity and reliability, of the Brazilian version of the Reading Anxiety Scale (RAS) in elementary school children. METHODS: A sample of 225 Brazilian elementary students was assessed using the RAS-20. Confirmatory factor analysis (CFA) was employed to evaluate content-based validity. Internal consistency was measured using Cronbach's alpha, and Pearson's correlations assessed associations with external constructs such as reading performance and executive functions. Group comparisons were conducted using ANCOVA between children with and without reading difficulties. RESULTS: After CFA adjustments, a single-factor model with 18 items showed robust internal consistency. The correlation between RAS-20 scores and variables related to reading and cognitive functions supported moderate validity. Children with reading difficulties scored significantly higher on the RA scale than those without. CONCLUSION: The adapted 18-item RAS version is a reliable and valid tool for assessing reading anxiety in Brazilian children, contributing to more effective identification and intervention in educational contexts.