Assessing reading and online research comprehension : Do difficulties in attention and executive function matter?
Kanniainen, L., Kiili, C., Tolvanen, A., Aro, M., Anmarkrud, Ø., & Leppänen, P. H. (2021). Assessing reading and online research comprehension : Do difficulties in attention and executive function matter?. Learning and Individual Differences, 87, Article 101985. https://doi.org/10.1016/j.lindif.2021.101985
Published inLearning and Individual Differences
© 2021 the Authors
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 task and online research and comprehension (ORC) with a problem-solving task. The analyses were controlled for gender, reading fluency and nonverbal reasoning. To investigate differences in students' performance between the tasks, comprehension skills in the multiple-choice task were also controlled for in the ORC task. Structural equation models showed that teacher-rated attention and EF difficulties were related to students' performance more in the problem-solving task than in the multiple-choice task. After controlling for all the background variables, these difficulties explained 9% of the variance of ORC performance in girls and 4% in boys. These results indicate that for students with attention and EF difficulties the ORC task was more challenging than the reading comprehension task. ...
digital literacy online research and comprehension reading comprehensio executive function attention difficulties keskittymiskyky luetun ymmärtäminen lapset (ikäryhmät) arviointi sähköiset julkaisut verkkosivustot oppimisvaikeudet lukutaito Internet monivalintatehtävät lukeminen oppiminen verkkoaineisto
Publication in research information system
MetadataShow full item record
Related funder(s)Academy of Finland
Funding program(s)Academy Programme, AoF
Additional information about fundingThis research was part of the project (No. 274022), Internet and learning difficulties: Multidisciplinary approach for understanding information seeking in new media (eSeek), funded by the Academy of Finland.
Showing items with similar title or keywords.
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 ...
van Bergen, Elsje; Vasalampi, Kati; Torppa, Minna (John Wiley & Sons, 2021)Does reading a lot lead to better reading skills, or does reading a lot follow from high initial reading skills? The authors present a longitudinal study of how much children choose to read and how well they decode and ...
Ronimus, Miia; Eklund, Kenneth; Westerholm, Jari; Ketonen, Ritva; Lyytinen, Heikki (Wiley-Blackwell, 2020)We used a randomized controlled trial to investigate if a mobile game, GraphoLearn (GL), could effectively support the learning of first graders (N = 70), who have severe difficulties in reading and spelling. We studied ...
Second and foreign language fluency from a cognitive perspective : inefficiency and control of attention in lexical access Olkkonen, Sanna (University of Jyväskylä, 2017)The present dissertation focuses on the fluency of second and foreign language (L2). Second and foreign language use is often assessed by its fluency. However, the connections between language proficiency and fluency ...
Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference Manu, Mari; Torppa, Minna; Eklund, Kenneth; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Niemi, Pekka (Springer, 2021)One of the aims for compulsory education is to diminish or alleviate differences in children’s skills existing prior to school entry. However, a growing gender gap in reading development has increasingly been documented. ...