Rachelle Johnson is a developmental psychology Ph.D. student at Florida State University, funded as an IES Predoctoral Fellow at the Florida Center for Reading Research. Rachelle researches predictors of individual differences in children’s reading development, particularly among students with learning disabilities. She conducts this research using advanced research methods. Lately, much of Rachelle's research has been focused on understanding the contextual environments and emotions children experience while reading.
Contributions
Preprint of the manuscript for "Fear of Reading: A Meta-Analysis and Systematic Review of the Association between Reading Anxiety and Reading Achievement"
Demographic variables like race, ethnicity, and disability can be particularly problematic for data reidentification and data misuse in publicly available dataset. Therefore, these were removed from the original dataset.
This document contains the codebook and all necessary information for the NatPAT COVID-19 Survey that was administered in fall 2023.
This is the survey that was sent to NatPAT caregivers and twins in fall 2023, focused on COVID-19 pandemic impacts on caregivers' and twin's lives.
This is a spreadsheet format of table 2 that is included in the manuscript. Table 4 reports the reading anxiety measure used in each of 64 studies included in the reading anxiety meta-analysis.
This is a spreadsheet format of table 1 that is included in the manuscript. Table 1 reports the study quality of the studies included in the reading anxiety meta-analysis.
This is the code from the analysis ran for the reading anxiety meta-analysis.
This is the coding document that we used when extracting coded information from each of the studies included in the reading anxiety meta-analysis. This document also serves as a code book to that dataset for this project that is also on this same LDbase project page.
This is the data that was extracted from existing studies for use in this meta-analysis on reading anxiety and reading achievement. This includes 64 studies. Many of the studies had multiple effect sizes. Each row of data represents a effect size (long format).
We are conducting a meta-analysis on the association between reading anxiety and reading achievement. This document, specifically, is our preregistered coding sheets we plan to use for extraction of information from each study included in the meta-analysis.
