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 |
| 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 |
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