TY - JOUR

T1 - The relationship between specific reading difficulties and reading motivation dimensions

AU - Jeldrez, Elvira

AU - Silva, Macarena

AU - Cain, Kate

PY - 2024/10/7

Y1 - 2024/10/7

N2 - Reading comprehension and reading motivation are strongly related. The current study explored the relation between groups of students with different reading profiles (poor decoders, poor comprehenders, good readers, difficulties with both decoding and comprehension – mixed deficit) and key dimensions of motivation. We assessed 120 students (2nd to 6th grade, 57 boys, 63 girls) using standardised assessments of reading comprehension, word reading, and language comprehension. Cluster analysis identified a four-cluster solution in line with the four hypothesised reading profiles. Children completed a reading motivation questionnaire examining affirming (perceived self-efficacy, reading value) and undermining (perceived difficulty, and devaluation of reading) motivations. Mixed deficit students exhibited higher reading value, perceived difficulty, and devaluation of reading than good readers. Poor decoders showed higher reading value than good readers and lower perceived difficulty than mixed deficit students. Poor comprehenders did not show differences with any of the other profiles, and no differences were found between profiles on perceived self-efficacy. These results show that different types of reader have different profiles of reading motivation and underscore the importance of understanding the nuanced relationships of reading difficulties with diverse dimensions of reading motivation.

AB - Reading comprehension and reading motivation are strongly related. The current study explored the relation between groups of students with different reading profiles (poor decoders, poor comprehenders, good readers, difficulties with both decoding and comprehension – mixed deficit) and key dimensions of motivation. We assessed 120 students (2nd to 6th grade, 57 boys, 63 girls) using standardised assessments of reading comprehension, word reading, and language comprehension. Cluster analysis identified a four-cluster solution in line with the four hypothesised reading profiles. Children completed a reading motivation questionnaire examining affirming (perceived self-efficacy, reading value) and undermining (perceived difficulty, and devaluation of reading) motivations. Mixed deficit students exhibited higher reading value, perceived difficulty, and devaluation of reading than good readers. Poor decoders showed higher reading value than good readers and lower perceived difficulty than mixed deficit students. Poor comprehenders did not show differences with any of the other profiles, and no differences were found between profiles on perceived self-efficacy. These results show that different types of reader have different profiles of reading motivation and underscore the importance of understanding the nuanced relationships of reading difficulties with diverse dimensions of reading motivation.

M3 - Journal article

JO - Reading and Writing

JF - Reading and Writing

SN - 0922-4777

ER -