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

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 explored how students’ reading habits were represented in various profiles. First, ORC was examined a validated web‐based assessment measuring their skills locating, evaluating, synthesizing, communicating information. Second, fluency teacher‐rated attention executive function (EF) difficulty scores used to form groups: (1) difficulties, (2) EF (3) comorbid as well EF, (4) without these difficulties. Third, assessed questionnaire asking often they read kinds texts. Seven identified. Most the related level, except profile average performers low questioning credibility scores. Students more likely belong lower profiles, all top However, 25.7% 16.2% performed at or good levels ORC. Finally, frequency longer texts, such books blog posts, clearly associated than shorter comics forum posts.