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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 40, 2020 - Issue 1
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Articles

Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being

Minna TorppaDepartment of Teacher Education, University of Jyväskylä, Jyväskylä, Finland; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-3834-9892View further author information
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Kati VasalampiDepartment of Psychology, University of Jyväskylä, Jyväskylä, Finland; ORCID Iconhttp://orcid.org/0000-0002-1249-7566View further author information
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Kenneth EklundFaculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland; ORCID Iconhttp://orcid.org/0000-0003-3416-4700View further author information
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Sari SulkunenDepartment of Language and Communication Studies, University of Jyväskylä, Jyväskylä, Finland; ORCID Iconhttp://orcid.org/0000-0003-2790-8951View further author information
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Pekka NiemiDepartment of Psychology, University of Turku, Turku, FinlandORCID Iconhttp://orcid.org/0000-0002-3277-8787View further author information
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Pages 62-81 | Received 26 Feb 2018, Accepted 17 Sep 2019, Published online: 09 Oct 2019

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Deborah K. Reed. (2024) Redesigning the Core Literacy Block: A Two-Year Evaluation Study. Reading & Writing Quarterly 40:3, pages 286-301.
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Triinu Kärbla, Krista Uibu & Mairi Männamaa. (2023) Short- and long-term effects of a strategy intervention on school students’ text comprehension. Literacy Research and Instruction 0:0, pages 1-26.
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Fiia Söderholm, Kristiina Lappalainen, Leena Holopainen & Jaana Viljaranta. (2022) The development of school burnout in general upper secondary education: the role of support and schoolwork difficulties. Educational Psychology 42:5, pages 607-625.
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Genevieve McArthur. (2022) Poor reading and anxiety (PRAX): building a theory and practice. Australian Journal of Learning Difficulties 27:1, pages 169-180.
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Magdalena Mo Ching Mok. (2020) Reading and gender differences. Educational Psychology 40:1, pages 1-3.
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Kevin Kien Hoa Chung, Chun Bun Lam, Kevin Shing-Chi Chan, Alfred S. Y. Lee, Catrina Cuina Liu & Li-Chih Wang. (2023) Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?. Journal of Learning Disabilities 57:2, pages 106-119.
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Débora Vasconcelos Correia, Janaina Weissheimer, Gustavo Lopez Estivalet & José Ferrari Neto. (2024) Processamento de classes de palavras em adultos com e sem gagueira. Letrônica, pages e44428.
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Débora Vasconcelos Correia, Janaina Weissheimer, Gustavo Lopez Estivalet & José Ferrari Neto. (2024) Processamento de classes de palavras em adultos com e sem gagueira. Letrônica 16:1, pages e44428.
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Bintang Soraya & Rita Sinta Dewi. (2024) Upaya Peningkatan Motivasi Peserta Didik Kelas X - 3 pada Mata Pelajaran Bahasa Inggris dengan Menggunakan Media Game Wordwall. Jurnal Teknologi Pendidikan 1:4, pages 12.
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Tahsin FIRAT & İlhan KOYUNCU. (2023) The Influence of Student-Level Factors on Reading Literacy: A Comprehensive Study. Kuramsal Eğitimbilim 16:4, pages 843-867.
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Suhufam Mudia, Yeni Mardiyana Devanti & Nurkamilah Nurkamilah. (2023) Reading Comprehension Problem and Solution in Online Classroom. Pubmedia Jurnal Pendidikan Bahasa Inggris 1:2, pages 8.
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Petra J. Sainio, Kenneth M. Eklund, Eija K. Pakarinen & Noona H. Kiuru. (2022) The Role of Teacher Closeness in Emotions and Achievement for Adolescents With and Without Learning Difficulties. Learning Disability Quarterly 46:3, pages 151-165.
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Agnes S.K. Wong, Matthew Moreno, Samantha Burns & Earl Woodruff. (2023) The effects of expressions of fear induced by background music on reading comprehension. Journal of Research in Reading 46:2, pages 143-162.
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Rielke Bogaert, Emmelien Merchie, Koen Aesaert & Hilde Van Keer. (2023) The development of the reading comprehension—Progress monitoring (RC-PM) tool for late elementary students. Frontiers in Education 8.
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Vered Vaknin‐Nusbaum & Elizabeth D. Tuckwiller. (2022) Reading motivation, well‐being and reading achievement in second grade students. Journal of Research in Reading 46:1, pages 64-85.
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Christina Kampylafka, Fotini Polychroni & Alexandros-Stamatios Antoniou. (2023) Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities: Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies. Behavioral Sciences 13:2, pages 78.
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Samantha A. Gesel, Rachel E. Donegan, Jungyeong Heo, Yaacov Petscher, Jeanne Wanzek, Stephanie Al Otaiba & Christopher J. Lemons. (2022) Heterogeneity in reading achievement and mindset of readers with reading difficulties. Reading and Writing 36:1, pages 1-28.
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Ioannis Grigorakis, Apostolos Kargiotidis, Angeliki Mouzaki & George Manolitsis. (2022) Early oral language precursors of different types of reading difficulties in a consistent orthography. Frontiers in Education 7.
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Hanwei Di. (2022) Educational Psychology-Empowered Creative Practice Strategy and Educational Countermeasures for Cinematography Major. Frontiers in Psychology 13.
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Olasunkanmi A. Gbeleyi, Fred Awaah, Peter A. Okebukola, Juma Shabani & Onoriode Collins Potokri. (2022) Influence of students’ career interests on perceived difficult concept in computer studies in Ghanaian and Nigerian secondary schools. Humanities and Social Sciences Communications 9:1.
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Treysi TERZİYAN. (2021) Silent Reading Fluency and Reading Comprehension: Two Halves of an Apple. Dil Eğitimi ve Araştırmaları Dergisi 7:2, pages 258-279.
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Lis Norma Chong-Alvarado. (2021) Programa alternativo para la mejora de la comprensión lectora en escolares peruanos. PSIQUEMAG/ Revista Científica Digital de Psicología 10:1, pages 25-36.
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Kaisa Lohvansuu, Minna Torppa, Timo Ahonen, Kenneth Eklund, Jarmo A. Hämäläinen, Paavo H. T. Leppänen & Heikki Lyytinen. (2021) Unveiling the Mysteries of Dyslexia—Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia. Brain Sciences 11:4, pages 427.
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Riitta Virinkoski, Kenneth Eklund, Marja-Kristiina Lerkkanen, Leena Holopainen & Mikko Aro. (2021) Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education. Learning and Individual Differences 85, pages 101956.
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