A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being (2020)

Torppa, 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. Educational Psychology, 40(1), 62-81. https://doi.org/10.1080/01443410.2019.1670334

JYU-tekijät tai -toimittajat

Torppa, Minna
Vasalampi, Kati
Eklund, Kenneth
Sulkunen, Sari

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Torppa, Minna; Vasalampi, Kati; Eklund, Kenneth; Sulkunen, Sari; Niemi, Pekka

Lehti tai sarja: Educational Psychology

ISSN: 0144-3410

eISSN: 1469-5820

Julkaisuvuosi: 2020

Volyymi: 40

Lehden numero: 1

Artikkelin sivunumerot: 62-81

Kustantaja: Routledge

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1080/01443410.2019.1670334

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus: 

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/66180

Tiivistelmä

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 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.

YSO-asiasanat: lukutaito; sujuvuus; luetun ymmärtäminen; lukihäiriöt; motivaatio; hyvinvointi

Vapaat asiasanat: reading fluency; reading comprehension; reading difficulty; motivation; school well-being

Liittyvät organisaatiot

Hankkeet, joissa julkaisu on tehty

OKM-raportointi: Kyllä

Raportointivuosi: 2020

JUFO-taso: 1