Promotive and Protective Effects of Cognitive, Motivational, and Parental Factors on Reading Fluency and Reading Comprehension in Grade 9

Abstract

Purpose: This study examined resilience mechanisms influencing Grade 9 reading fluency and reading comprehension skills. Performance in reading fluency and comprehension in Grade 1 (age 7–8 years) was considered a risk factor for Grade 9 (age 15–16 years) reading performance. We focused on the potential promotive and protective effects of cognitive skills, motivational and parental factors, and gender on reading. Promotive factors benefit all individuals regardless of their level of risk, while protective factors generate more benefit for individuals at higher risk compared with those at lower risk. Method: Data from a longitudinal Finnish sample of approximately 2,000 individuals were analyzed. Promotive and protective factors were examined separately for reading fluency and comprehension. Promotive factors were identified as main effects while controlling for Grade 1 performance. Protective factors were identified based on significant interactions with the risk factor, i.e. Grade 1 reading fluency and comprehension skills, and the signaling of gap-closing effects between those at lower and higher risk. Results: Most examined skills and factors were identified as promotive factors for reading fluency and comprehension. Four protective factors emerged for reading fluency: pre-literacy skills, arithmetic fluency, oral language, and homework persistence. Oral language was identified as a protective factor for reading comprehension. Two additional significant interactions emerged for reading fluency: parental teaching of reading and parental support with reading-related homework, but they did not conform to the classic protective factor model. Conclusion: This study advances the application of constructs indicating resilience in reading research and sheds light on factors that provide promotive and protective support for early reading skills development.