Do Cognitive and Non-Cognitive Factors Predict Responses to Reading Fluency Interventions?
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| Title: | Do Cognitive and Non-Cognitive Factors Predict Responses to Reading Fluency Interventions? |
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| Authors: | Aro, Tuija (AUTHOR), Koponen, Tuire (AUTHOR), Peura, Pilvi (AUTHOR), Räikkönen, Eija (AUTHOR), Viholainen, Helena (AUTHOR), Aro, Mikko (AUTHOR) |
| Source: | Journal of Experimental Education. 2026, Vol. 94 Issue 2, p236-254. 19p. |
| Subjects: | Psychological factors, Self-efficacy, Struggling readers, Psychotherapy, Cognitive ability, Psychosocial factors, Oral reading, Motivation (Psychology) |
| Abstract: | We investigated whether emotional and motivational factors had predictive effects beyond those of cognitive factors on responses to two reading fluency interventions. Eighty-two dysfluent readers (Grades 3–5) participated in a 12-week school-based fluency intervention, either combined with or without self-efficacy support. Response to the intervention was determined by the fluency gain score and the Reliable Change Index. In the skill-focused intervention, cognitive predictors contributed to the response, and reading-related anxiety and self-efficacy had effects beyond the cognitive predictors. Weaker initial reading skills and older age predicted response in the combined intervention. Thus, children's personal characteristics may have a greater influence on their responses in a skills-focused intervention than in an intervention that also considers emotional and motivational aspects. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | We investigated whether emotional and motivational factors had predictive effects beyond those of cognitive factors on responses to two reading fluency interventions. Eighty-two dysfluent readers (Grades 3–5) participated in a 12-week school-based fluency intervention, either combined with or without self-efficacy support. Response to the intervention was determined by the fluency gain score and the Reliable Change Index. In the skill-focused intervention, cognitive predictors contributed to the response, and reading-related anxiety and self-efficacy had effects beyond the cognitive predictors. Weaker initial reading skills and older age predicted response in the combined intervention. Thus, children's personal characteristics may have a greater influence on their responses in a skills-focused intervention than in an intervention that also considers emotional and motivational aspects. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220973 |
| DOI: | 10.1080/00220973.2024.2358501 |
