Show simple item record

dc.contributor.authorTorppa, Minna
dc.contributor.authorVasalampi, Kati
dc.contributor.authorEklund, Kenneth
dc.contributor.authorSulkunen, Sari
dc.contributor.authorNiemi, Pekka
dc.date.accessioned2019-11-05T13:36:14Z
dc.date.available2019-11-05T13:36:14Z
dc.date.issued2020
dc.identifier.citationTorppa, M., Vasalampi, K., Eklund, K., Sulkunen, S., & Niemi, P. (2020). Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being. <i>Educational Psychology</i>, <i>40</i>(1), 62-81. <a href="https://doi.org/10.1080/01443410.2019.1670334" target="_blank">https://doi.org/10.1080/01443410.2019.1670334</a>
dc.identifier.otherCONVID_33213465
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/66180
dc.description.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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesEducational Psychology
dc.rightsIn Copyright
dc.subject.otherreading fluency
dc.subject.otherreading comprehension
dc.subject.otherreading difficulty
dc.subject.othermotivation
dc.subject.otherschool well-being
dc.titleReading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201911054731
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineSuomen kielifi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineFinnishen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange62-81
dc.relation.issn0144-3410
dc.relation.numberinseries1
dc.relation.volume40
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Taylor & Francis
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber276239
dc.relation.grantnumber313768
dc.relation.grantnumber284439
dc.subject.ysohyvinvointi
dc.subject.ysosujuvuus
dc.subject.ysoluetun ymmärtäminen
dc.subject.ysolukutaito
dc.subject.ysolukihäiriöt
dc.subject.ysomotivaatio
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1947
jyx.subject.urihttp://www.yso.fi/onto/yso/p21865
jyx.subject.urihttp://www.yso.fi/onto/yso/p20611
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p5301
jyx.subject.urihttp://www.yso.fi/onto/yso/p4734
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/01443410.2019.1670334
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
dc.relation.funderAcademy of Finlanden
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramAkatemiatutkijan tehtävä, SAfi
jyx.fundingprogramAkatemiatutkijan tutkimuskulut, SAfi
jyx.fundingprogramAkatemiatutkijan tutkimuskulut, SAfi
jyx.fundingprogramResearch post as Academy Research Fellow, AoFen
jyx.fundingprogramResearch costs of Academy Research Fellow, AoFen
jyx.fundingprogramResearch costs of Academy Research Fellow, AoFen
jyx.fundinginformationThis research has been supported by personal research grants of first author from Academy of Finland [#276239, #284439, and #313768]. There are no conflicts of interest regarding this work. Funding sources have had no role in the collection, analysis, and interpretation of data; in the writing of the report; or in the decision to submit the paper for publication.


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

In Copyright
Except where otherwise noted, this item's license is described as In Copyright