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Reading Comprehension Difficulty Is Often Distinct from Difficulty in Reading Fluency and Accompanied with Problems in Motivation and School Well-Being

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Title: Reading Comprehension Difficulty Is Often Distinct from Difficulty in Reading Fluency and Accompanied with Problems in Motivation and School Well-Being
Language: English
Authors: Torppa, Minna (ORCID 0000-0003-3834-9892), Vasalampi, Kati (ORCID 0000-0002-1249-7566), Eklund, Kenneth (ORCID 0000-0003-3416-4700), Sulkunen, Sari (ORCID 0000-0003-2790-8951), Niemi, Pekka (ORCID 0000-0002-3277-8787)
Source: Educational Psychology. 2020 40(1):62-81.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Grade 9
High Schools
Junior High Schools
Middle Schools
Descriptors: Reading Comprehension, Difficulty Level, Reading Fluency, Learning Motivation, Well Being, Foreign Countries, Secondary School Students, Grade 9, Achievement Tests, International Assessment, Reading Difficulties, Burnout, Slow Learners, Scores, Reading Motivation, Learner Engagement, Self Concept, Gender Differences
Geographic Terms: Finland
Assessment and Survey Identifiers: Program for International Student Assessment
DOI: 10.1080/01443410.2019.1670334
ISSN: 0144-3410
Abstract: This paper examined if difficulty in reading comprehension (PISA) is distinct from difficulty in reading fluency and if the distinct types of reading difficulties are differently associated with learning motivation, school burnout, and school enjoyment. The participants were 1324 Finnish ninth graders. Findings suggested that difficulties in reading comprehension are often distinct from difficulties in reading fluency. Three reading difficulty groups were identified: (1) "poor readers" with both fluency and reading comprehension difficulties (n = 46, 3.5%), (2) "slow readers" with only fluency difficulties (n = 70, 5.3%), and (3) "poor comprehenders" with only reading comprehension difficulties (n = 88, 6.5%). The slow readers had low scores only in reading-related motivation. Poor comprehenders and poor readers reported low motivation also in math and science, as well as higher level of burnout and lower school enjoyment than typical readers. The findings were similar for boys and girls.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1238471
Database: ERIC
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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IllustrationInfo
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  Data: Reading Comprehension Difficulty Is Often Distinct from Difficulty in Reading Fluency and Accompanied with Problems in Motivation and School Well-Being
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Torppa%2C+Minna%22">Torppa, Minna</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3834-9892">0000-0003-3834-9892</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vasalampi%2C+Kati%22">Vasalampi, Kati</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1249-7566">0000-0002-1249-7566</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eklund%2C+Kenneth%22">Eklund, Kenneth</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3416-4700">0000-0003-3416-4700</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sulkunen%2C+Sari%22">Sulkunen, Sari</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2790-8951">0000-0003-2790-8951</externalLink>)<br /><searchLink fieldCode="AR" term="%22Niemi%2C+Pekka%22">Niemi, Pekka</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3277-8787">0000-0002-3277-8787</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2020 40(1):62-81.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
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  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2020
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22International+Assessment%22">International Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Burnout%22">Burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Slow+Learners%22">Slow Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Motivation%22">Reading Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Program+for+International+Student+Assessment%22">Program for International Student Assessment</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/01443410.2019.1670334
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0144-3410
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper examined if difficulty in reading comprehension (PISA) is distinct from difficulty in reading fluency and if the distinct types of reading difficulties are differently associated with learning motivation, school burnout, and school enjoyment. The participants were 1324 Finnish ninth graders. Findings suggested that difficulties in reading comprehension are often distinct from difficulties in reading fluency. Three reading difficulty groups were identified: (1) "poor readers" with both fluency and reading comprehension difficulties (n = 46, 3.5%), (2) "slow readers" with only fluency difficulties (n = 70, 5.3%), and (3) "poor comprehenders" with only reading comprehension difficulties (n = 88, 6.5%). The slow readers had low scores only in reading-related motivation. Poor comprehenders and poor readers reported low motivation also in math and science, as well as higher level of burnout and lower school enjoyment than typical readers. The findings were similar for boys and girls.
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  Data: As Provided
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  Data: EJ1238471
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        Value: 10.1080/01443410.2019.1670334
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 62
    Subjects:
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Learning Motivation
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      – SubjectFull: Well Being
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Achievement Tests
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      – SubjectFull: International Assessment
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      – SubjectFull: Reading Difficulties
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      – SubjectFull: Burnout
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      – SubjectFull: Slow Learners
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      – SubjectFull: Scores
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      – SubjectFull: Reading Motivation
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Gender Differences
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      – SubjectFull: Finland
        Type: general
      – SubjectFull: Program for International Student Assessment
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    Titles:
      – TitleFull: Reading Comprehension Difficulty Is Often Distinct from Difficulty in Reading Fluency and Accompanied with Problems in Motivation and School Well-Being
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