A1 Journal article (refereed)
Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties (2022)

Kanniainen, 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. Reading Research Quarterly, 57(4), 1213-1235. https://doi.org/10.1002/rrq.463

JYU authors or editors

Publication details

All authors or editors: Kanniainen, Laura; Kiili, Carita; Tolvanen, Asko; Utriainen, Jukka; Aro, Mikko; Leu, Donald J.; Leppänen, Paavo H. T.

Journal or series: Reading Research Quarterly

ISSN: 0034-0553

eISSN: 1936-2722

Publication year: 2022

Publication date: 02/02/2022

Volume: 57

Issue number: 4

Pages range: 1213-1235

Publisher: Wiley

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1002/rrq.463

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/79683

Abstract

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 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.

Keywords: online material; information retrieval; reading comprehension; educational evaluation; learning difficulties; reading disorders; learners with special needs

Contributing organizations

Related projects

Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 2