What information should I look for again? : Attentional difficulties distracts reading of task assignments
Hautala, J., Loberg, O., Azaiez, N., Taskinen, S., Tiffin-Richards, S. P., & Leppänen, P. H. (2019). What information should I look for again? : Attentional difficulties distracts reading of task assignments. Learning and Individual Differences, 75, Article 101775. https://doi.org/10.1016/j.lindif.2019.101775
Published in
Learning and Individual DifferencesAuthors
Date
2019Copyright
© 2019 The Authors. Published by Elsevier Inc.
This large-scale eye-movement study (N = 164) investigated how students read short task assignments to complete information search problems and how their cognitive resources are associated with this reading behavior. These cognitive resources include information searching subskills, prior knowledge, verbal memory, reading fluency, and attentional difficulties. In this study, the task assignments consisted of four sentences. The first and last sentences provided context, while the second or third sentence was the relevant or irrelevant sentence under investigation. The results of a linear mixed-model and latent change score analyses showed the ubiquitous influence of reading fluency on first-pass eye movement measures, and the effects of sentence relevancy on making more and longer reinspections and look-backs to the relevant than irrelevant sentence. In addition, the look-backs to the relevant sentence were associated with better information search subskills. Students with attentional difficulties made substantially fewer look-backs specifically to the relevant sentence. These results provide evidence that selective look-backs are used as an important index of comprehension monitoring independent of reading fluency. In this framework, slow reading fluency was found to be associated with laborious decoding but with intact comprehension monitoring, whereas attention difficulty was associated with intact decoding but with deficiency in comprehension monitoring.
...


Publisher
ElsevierISSN Search the Publication Forum
1041-6080Keywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/32801203
Metadata
Show full item recordCollections
Related funder(s)
Academy of FinlandFunding program(s)
Academy Programme, AoF
Additional information about funding
This research was funded by Academy of Finland with grant 274022 to Paavo Leppänen and grants 317030 and 319911 to Jarkko Hautala.License
Related items
Showing items with similar title or keywords.
-
Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties
Kanniainen, Laura; Kiili, Carita; Tolvanen, Asko; Utriainen, Jukka; Aro, Mikko; Leu, Donald J.; Leppänen, Paavo H. T. (Wiley, 2022)This study identified online research and comprehension (ORC) performance profiles of 436 sixth-grade students (206 girls) aged 12–13 years. We included learner groups with different learning-related difficulties and ... -
Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being
Torppa, Minna; Vasalampi, Kati; Eklund, Kenneth; Sulkunen, Sari; Niemi, Pekka (Routledge, 2020)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 ... -
Assessing reading and online research comprehension : Do difficulties in attention and executive function matter?
Kanniainen, Laura; Kiili, Carita; Tolvanen, Asko; Aro, Mikko; Anmarkrud, Øistein; Leppänen, Paavo H.T. (Elsevier BV, 2021)This study evaluated the relation between sixth graders' (N = 426) teacher-rated difficulties in attention and executive function (EF) and their comprehension skills. Reading comprehension was assessed with a multiple-choice ... -
Long-term effects of the home literacy environment on reading development : Familial risk for dyslexia as a moderator
Torppa, Minna; Vasalampi, Kati; Eklund, Kenneth; Niemi, Pekka (Elsevier, 2022)This study aimed to gain better understanding of the associations between literacy activities at home and long-term language and literacy development. We extended the home literacy environment (HLE) model of Sénéchal and ... -
Literacy Skills and Online Research and Comprehension : Struggling Readers Face Difficulties
Kanniainen, Laura; Kiili, Carita; Tolvanen, Asko; Aro, Mikko; Leppänen, Paavo H.T. (Springer, 2019)The present study evaluated the extent to which literacy skills (reading fluency, written spelling, and reading comprehension), together with nonverbal reasoning, prior knowledge, and gender, are related to students’ online ...