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The relationship between specific reading difficulties and reading motivation dimensions.

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Title: The relationship between specific reading difficulties and reading motivation dimensions.
Authors: Jéldrez, Elvira1 (AUTHOR) elvira.jeldrez@ciae.uchile.cl, Silva, Macarena1 (AUTHOR), Cain, Kate2 (AUTHOR)
Source: Reading & Writing. Nov2025, Vol. 38 Issue 9, p2463-2482. 20p.
Subject Terms: *Reading motivation, *Struggling readers, *Reading, *Scholarly method, *Literacy
Abstract: Reading comprehension and reading motivation are strongly related. The current study explored the relation between groups of students with different reading profiles (poor decoders, poor comprehenders, good readers, difficulties with both decoding and comprehension – mixed deficit) and key dimensions of motivation. We assessed 120 students (2nd to 6th grade, 57 boys, 63 girls) using standardised assessments of reading comprehension, word reading, and language comprehension. Cluster analysis identified a four-cluster solution in line with the four hypothesised reading profiles. Children completed a reading motivation questionnaire examining affirming (perceived self-efficacy, reading value) and undermining (perceived difficulty, and devaluation of reading) motivations. Mixed deficit students exhibited higher reading value, perceived difficulty, and devaluation of reading than good readers. Poor decoders showed higher reading value than good readers and lower perceived difficulty than mixed deficit students. Poor comprehenders did not show differences with any of the other profiles, and no differences were found between profiles on perceived self-efficacy. These results show that different types of reader have different profiles of reading motivation and underscore the importance of understanding the nuanced relationships of reading difficulties with diverse dimensions of reading motivation. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The relationship between specific reading difficulties and reading motivation dimensions.
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  Data: <searchLink fieldCode="AR" term="%22Jéldrez%2C+Elvira%22">Jéldrez, Elvira</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> elvira.jeldrez@ciae.uchile.cl</i><br /><searchLink fieldCode="AR" term="%22Silva%2C+Macarena%22">Silva, Macarena</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cain%2C+Kate%22">Cain, Kate</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Nov2025, Vol. 38 Issue 9, p2463-2482. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+motivation%22">Reading motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Struggling+readers%22">Struggling readers</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarly+method%22">Scholarly method</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink>
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  Data: Reading comprehension and reading motivation are strongly related. The current study explored the relation between groups of students with different reading profiles (poor decoders, poor comprehenders, good readers, difficulties with both decoding and comprehension – mixed deficit) and key dimensions of motivation. We assessed 120 students (2nd to 6th grade, 57 boys, 63 girls) using standardised assessments of reading comprehension, word reading, and language comprehension. Cluster analysis identified a four-cluster solution in line with the four hypothesised reading profiles. Children completed a reading motivation questionnaire examining affirming (perceived self-efficacy, reading value) and undermining (perceived difficulty, and devaluation of reading) motivations. Mixed deficit students exhibited higher reading value, perceived difficulty, and devaluation of reading than good readers. Poor decoders showed higher reading value than good readers and lower perceived difficulty than mixed deficit students. Poor comprehenders did not show differences with any of the other profiles, and no differences were found between profiles on perceived self-efficacy. These results show that different types of reader have different profiles of reading motivation and underscore the importance of understanding the nuanced relationships of reading difficulties with diverse dimensions of reading motivation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11145-024-10600-0
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        Text: English
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              M: 11
              Text: Nov2025
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