Does Task-Focused versus Task-Avoidance Behavior Matter for Literacy Development in an Orthographically Consistent Language?

Autor/inn/en	Georgiou, George K.; Manolitsis, George; Nurmi, Jari-Erik; Parrila, Rauno
Titel	Does Task-Focused versus Task-Avoidance Behavior Matter for Literacy Development in an Orthographically Consistent Language?
Quelle	In: Contemporary Educational Psychology, 35 (2010) 1, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2009.07.001
Schlagwörter	Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Class Activities; Child Behavior; Emergent Literacy; Outcomes of Education; Written Language; Reliability; Cognitive Ability; Reading Comprehension; Spelling; Reading Fluency; Phonological Awareness; Decoding (Reading); Differences; Short Term Memory; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Frühleseunterricht; Lernleistung; Schulerfolg; Geschriebene Sprache; Reliabilität; Denkfähigkeit; Leseverstehen; Schreibweise; Dekodierung; Unterscheiden; Kurzzeitgedächtnis; Ausland; Griechenland
Abstract	We examined the importance of children's classroom activity, defined as task-focused versus task-avoidance behavior, on different literacy outcomes in an orthographically consistent language. Greek children (n=95) were tested in kindergarten, grade 1, and grade 2 on measures of general cognitive ability, phonological awareness, RAN, and short-term memory. The teachers of the children also assessed their task-focused behavior. Nonword decoding, reading fluency, spelling, and reading comprehension measures were administered in grades 2 and 3. The results indicated that task-focused behavior accounted for unique variance in spelling and reading comprehension, even after controlling for the effects of autoregressor, non-verbal IQ, and phonological processing. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10