Online Research and Comprehension Performance Profiles among Sixth-Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties

Autor/inn/en	Kanniainen, Laura; Kiili, Carita; Tolvanen, Asko; Utriainen, Jukka; Aro, Mikko; Leu, Donald J.; Leppänen, Paavo H. T.
Titel	Online Research and Comprehension Performance Profiles among Sixth-Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties
Quelle	In: Reading Research Quarterly, 57 (2022) 4, S.1213-1235 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kanniainen, Laura) ORCID (Kiili, Carita) ORCID (Tolvanen, Asko) ORCID (Utriainen, Jukka) ORCID (Aro, Mikko) ORCID (Leu, Donald J.) ORCID (Leppänen, Paavo H. T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.463
Schlagwörter	Middle School Students; Grade 6; Females; Information Seeking; Online Searching; Research; Comprehension; Reading Difficulties; Executive Function; Attention Control; Reading Habits; Control Groups + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Weibliches Geschlecht; Informationserschließung; Online-Recherche; Forschung; Verstehen; Verständnis; Reading difficulty; Leseschwierigkeit; Aufmerksamkeitstest; Reading habit; Lesegewohnheit
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01