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

The present study examined psychoemotional profiles associated with reading comprehension among third-grade Greek students with typical development, learning disabilities, and developmental language disorder. A person-centered approach was used to identify distinct profiles based on academic emotions, reading motivation, and reading comprehension performance. The sample consisted of 83 third-grade students from public elementary schools in Attica, Greece (mean age = 107.45 months). Participants were classified into three groups: typically developing students, students with learning disabilities, and students with developmental language disorder. Hierarchical cluster analysis using Ward’s method followed by k-means clustering was conducted separately for each group. Two psychoemotional profiles emerged in all three groups. In the typically developing and learning disabilities groups, the profiles differed in emotional and motivational characteristics but not in reading comprehension performance. In contrast, in the developmental language disorder group, the profiles differed significantly in reading comprehension: one profile was characterized by lower comprehension, higher negative emotions, and higher motivation, whereas the other showed higher comprehension, more positive emotions, and lower motivation. These findings highlight the heterogeneity of psychoemotional experiences associated with reading and suggest that the role of reading comprehension in profile differentiation may vary across developmental groups. The results underscore the importance of addressing both cognitive and psychoemotional aspects of reading in educational interventions, particularly for students with developmental language disorder.