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Differential Development of Reading Comprehension and Reading Self-Concept in Young Poor Decoders and Poor Comprehenders
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DOI：10.1080/10888438.2026.2700425.png)
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Abstract
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Reading comprehension develops through the combined influence of decoding and language comprehension. Difficulties in either domain may increase the risk of reading problems. This study examines early developmental trajectories in reading comprehension and self-concept in reading among distinct groups of at-risk first graders.
Risk groups were identified from decoding and language comprehension scores in a sample of Norwegian first graders (N = 5,750, mean age = 6.9 years, 48% female). Latent growth curve models were estimated for reading comprehension and reading self-concept from Grade 1 to Grade 3. Two mutually exclusive groups were compared: children with low language comprehension (poor comprehenders, n = 560) and children with weak decoding skills (poor decoders, n = 645). Reading self-concept was divided into general reading self-concept and comprehension self-concept.
Poor comprehenders showed higher initial reading comprehension than poor decoders but made less progress over time. They also reported higher initial levels on both self-concept scales. However, poor comprehenders experienced a steeper decline in comprehension self-concept over time.
Poor decoders and poor comprehenders showed distinct developmental trajectories in reading comprehension and self-concept. These results highlight the importance of distinguishing between risk profiles in research and educational practice and suggest that language comprehension difficulties may affect both reading comprehension and self-concept from the start of formal schooling.
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