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Related Experiment Video

Updated: May 28, 2026

Advancing Dyslexia Assessment in Children Through Computerized Testing
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Published on: August 16, 2024

Psychoemotional Profiles in Reading Comprehension Among Students with Typical Development, Learning Disabilities, and

Diamanto Filippatou1, Panagiota Dimitropoulou2, Elisavet Chrysochoou3

  • 1Department of Psychology, National and Kapodistrian University of Athens, 15784 Athens, Greece.

Behavioral Sciences (Basel, Switzerland)
|May 27, 2026
PubMed
Summary
This summary is machine-generated.

This study identified psychoemotional profiles in Greek third graders, finding distinct patterns in academic emotions and motivation across typically developing, learning disability, and developmental language disorder groups. Reading comprehension differences emerged only in the developmental language disorder group.

Keywords:
developmental language disorderlearning disabilitiespsychoemotional profilesreading comprehensionthird grade studentstypical development

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Published on: October 11, 2018

Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Reading comprehension is crucial for academic success.
  • Psychoemotional factors like motivation and emotions significantly influence learning.
  • Understanding distinct student profiles aids targeted interventions.

Purpose of the Study:

  • To investigate psychoemotional profiles related to reading comprehension in third graders.
  • To compare these profiles across typically developing students, students with learning disabilities, and students with developmental language disorder.
  • To explore the role of academic emotions and reading motivation in profile differentiation.

Main Methods:

  • A person-centered approach using hierarchical and k-means cluster analysis.
  • Examined academic emotions, reading motivation, and reading comprehension performance.
  • Sample: 83 third-grade students in Greece.

Main Results:

  • Two psychoemotional profiles were identified in all student groups.
  • Typically developing and learning disability groups showed profile differences in emotions/motivation, not comprehension.
  • Developmental language disorder group profiles differed in comprehension, with one showing lower comprehension, higher negative emotions, and higher motivation.

Conclusions:

  • Psychoemotional experiences in reading are heterogeneous.
  • The impact of reading comprehension on profile differentiation varies by developmental group.
  • Educational interventions should address both cognitive and psychoemotional aspects of reading, especially for students with developmental language disorder.