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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| Authors: | Minna Torppa Kati Vasalampi Kenneth Eklund Sari Sulkunen Pekka Niemi |
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| Institution: | 1. Department of Teacher Education, University of Jyv?skyl?, Jyv?skyl?, Finland;2. minna.p.torppa@jyu.fi;4. Department of Psychology, University of Jyv?skyl?, Jyv?skyl?, Finland;5. Faculty of Education and Psychology, University of Jyv?skyl?, Jyv?skyl?, Finland;6. Department of Language and Communication Studies, University of Jyv?skyl?, Jyv?skyl?, Finland;7. Department of Psychology, University of Turku, Turku, Finland |
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| Abstract: | AbstractThis 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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| Keywords: | Reading fluency reading comprehension reading difficulty motivation school well-being |
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