This chapter enables the dyslexic reader to gain an insight into a theoretical explanation for the underlying anxiety that exists for the student with dyslexia. It also provides a justification of mechanisms of coping that they may have encountered and presents productive approaches for reflection. By revisiting theoretical approaches to anxiety and the theoretical framework for understanding coping responses, interpretations are provided of how the data presented in the chapters relates to the theories. However, only theories that appear appropriate for helping to explain the findings and that help to provide an explanation for the relationship between academic performance and anxiety for the dyslexic participants are discussed. These include Ohman’s (1993) information-processing model of anxiety and Hadwin, Brogan and Stevenson’s (2005) processing efficiency theory. Additionally, of the thirteen families of coping conceptualised by Skinner et al. (2003) only the coping categories predominantly used by the dyslexic participants, are evaluated: problem-solving, seeking support, cognitive restructuring, emotion regulation, negotiation and delegation.