The relationship of anxiety with temporary retention (storage) while reading A field study of a sample of students with reading difficulties at the level of the fourth year of primary education in Tamangset

Abstract

The recent study aimed to investigating the relationship between anxiety and the
difficulties in the reading processes. The sample consisted of 60 middle school first level
learners in the region of Tamanrasset The scales of anxiety, the reading test (L' alouette(
and active memory test phonological loop designed by Seigelers et Ryan (1989) in the
section on test words, as amended and adapted by research group of Professor Dr.
Hussein Nouani titled "Language Disorders and Cognitive active" and in order to test
hypotheses we calculated Pearson correlation coefficient to determine the relationship
between the variables of the study. The results showed that the correlation between
anxiety and difficulties of reading processes is significant and positive. The results showed
that the correlation between anxiety and difficulties of reading processes is significant and
positive; while the correlation between anxiety and retention process is significant and
negative