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

Abstract

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.

Keywords:

• Reading fluency
• reading comprehension
• reading difficulty
• motivation
• school well-being

Acknowledgements

We want to express our gratitude to all the adolescents, schools, and researchers who have participated in this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research has been supported by personal research grants of first author from Academy of Finland [#276239, #284439, and #313768]. There are no conflicts of interest regarding this work. Funding sources have had no role in the collection, analysis, and interpretation of data; in the writing of the report; or in the decision to submit the paper for publication.