Abstract
This study examined the efficacy of a 2-year anxiety management intervention integrated with a reading intervention for struggling readers in upper-elementary grades on anxiety outcomes. The study randomly assigned 128 struggling readers to one of three conditions: (a) reading intervention with anxiety management intervention (RANX), (b) reading intervention with math fact practice, an attention control, (RMATH), and (c) business-as-usual comparison (BaU). Findings demonstrated promising results for students in the RANX condition, particularly compared with the BaU condition. However, findings were not always statistically significant suggesting the need for additional adequately powered trials. Secondary analyses among students beginning with average anxiety showed significant reductions in physical symptoms of anxiety at year 1 posttest favoring RANX over RMATH and BAU, as well as between RANX and BAU on reading anxiety at year 2 posttest. Among students beginning with elevated anxiety, significant reductions in social anxiety were found at year 2 posttest favoring RANX over RMATH and BaU. The findings underscore the promise of integrating anxiety management and reading interventions.