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The individual with high anxiety in the structured classroom may approach the learning task with the same increased energy and lowered powers of discrimination.

But the symbols he is asked to learn are simple.

As shown earlier, the highly anxious individual may be superior in his memorizing of simple elements.

Success reduces the prospect of threat and his powers of discrimination are improved.

By the time the child first attacks the actual problem of reading, he is completely familiar and at ease with all of the elements of words.

Apparently academic challenge in the structured setting creates an optimum of stress so that the child with high anxiety is able to achieve because he is aroused to an energetic state without becoming confused or panicked.