Show simple item record

dc.contributor.authorKanniainen, Laura
dc.contributor.authorKiili, Carita
dc.contributor.authorTolvanen, Asko
dc.contributor.authorUtriainen, Jukka
dc.contributor.authorAro, Mikko
dc.contributor.authorLeu, Donald J.
dc.contributor.authorLeppänen, Paavo H. T.
dc.date.accessioned2022-02-08T11:14:11Z
dc.date.available2022-02-08T11:14:11Z
dc.date.issued2022
dc.identifier.citationKanniainen, L., Kiili, C., Tolvanen, A., Utriainen, J., Aro, M., Leu, D. J., & Leppänen, P. H. T. (2022). Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties. <i>Reading Research Quarterly</i>, <i>57</i>(4), 1213-1235. <a href="https://doi.org/10.1002/rrq.463" target="_blank">https://doi.org/10.1002/rrq.463</a>
dc.identifier.otherCONVID_104131438
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/79683
dc.description.abstractThis 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 explored how students’ reading habits were represented in various performance profiles. First, students’ ORC performance was examined with a validated web-based assessment measuring their skills in locating, evaluating, synthesizing, and communicating information. Second, reading fluency and teacher-rated attention and executive function (EF) difficulty scores were used to form learner groups: (1) students with reading difficulties, (2) students with attention and EF difficulties, (3) students with comorbid difficulties in reading as well as attention and EF, and (4) students without these identified difficulties. Third, students’ reading habits were assessed with a questionnaire asking how often they read different kinds of texts. Seven ORC performance profiles were identified. Most of the profiles related to the students’ ORC performance level, except the profile of the average performers with low questioning credibility scores. Students with learning-related difficulties were more likely to belong to the lower performance profiles, and all top performers were students without identified difficulties. However, 25.7% of students with reading difficulties and 16.2% of students with attention and EF difficulties performed at average or good levels of ORC. Finally, the frequency of reading longer texts, such as books and blog posts, was more clearly associated with students’ online reading performance than reading shorter texts, such as comics and online forum posts.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherWiley
dc.relation.ispartofseriesReading Research Quarterly
dc.rightsCC BY-NC-ND 4.0
dc.titleOnline Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202202081435
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineSpecial Educationen
dc.contributor.oppiainePsychologyen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1213-1235
dc.relation.issn0034-0553
dc.relation.numberinseries4
dc.relation.volume57
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 the Authors
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber274022
dc.subject.ysoerilaiset oppijat
dc.subject.ysolukihäiriöt
dc.subject.ysooppimisvaikeudet
dc.subject.ysotiedonhaku
dc.subject.ysoverkkoaineisto
dc.subject.ysoluetun ymmärtäminen
dc.subject.ysooppilasarviointi
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p21534
jyx.subject.urihttp://www.yso.fi/onto/yso/p5301
jyx.subject.urihttp://www.yso.fi/onto/yso/p5302
jyx.subject.urihttp://www.yso.fi/onto/yso/p2964
jyx.subject.urihttp://www.yso.fi/onto/yso/p24267
jyx.subject.urihttp://www.yso.fi/onto/yso/p20611
jyx.subject.urihttp://www.yso.fi/onto/yso/p7111
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1002/rrq.463
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Programme, AoFen
jyx.fundingprogramAkatemiaohjelma, SAfi
jyx.fundinginformationThis 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
dc.type.okmA1


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY-NC-ND 4.0
Except where otherwise noted, this item's license is described as CC BY-NC-ND 4.0