Examining the Developmental Dynamics between Achievement Strategies and Different Literacy Skills

Autor/inn/en	Georgiou, George K.; Manolitsis, George; Zhang, Xiao; Parrila, Rauno; Nurmi, Jari-Erik
Titel	Examining the Developmental Dynamics between Achievement Strategies and Different Literacy Skills
Quelle	In: International Journal of Behavioral Development, 37 (2013) 3, S.173-181 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025413477007
Schlagwörter	Foreign Countries; Elementary School Students; Grade 4; Grade 5; Grade 6; Reading Fluency; Spelling; Reading Skills; Reading Comprehension; Reading Achievement; Questionnaires; Literacy Education; Parent Attitudes; Reading Strategies; Expectation; Educational Attainment; Path Analysis; Greece + Suchen Sie Ihr Suchwort? Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Schreibweise; Reading skill; Lesefertigkeit; Leseverstehen; Leseleistung; Fragebogen; Elternverhalten; Reading strategy; Leselernstufe; Lesetechnik; Expectancy; Erwartung; Bildungsabschluss; Bildungsgut; Pfadanalyse; Griechenland
Abstract	We examined the developmental dynamics between task-avoidant behavior and different literacy outcomes, and possible precursors of task-avoidant behavior. Seventy Greek children were followed from Grade 4 until Grade 6 and were assessed every year on reading fluency, spelling, and reading comprehension. The teachers assessed the children's achievement strategies at all testing times. In addition, in Grade 4, the children responded to a task value questionnaire and the parents reported their beliefs and expectations about their children's academic performance. The results revealed that task avoidance was reciprocally related only to reading comprehension. In addition, only parental beliefs predicted task avoidance. These findings complement those of previous studies in transparent orthographies and suggest that the role of task avoidance on literacy development depends on the time when the literacy skills are assessed and the type of literacy outcome. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10