Literaturnachweis - Detailanzeige
| Autor/inn/en | Georgiou, George K.; Hirvonen, Riikka; Liao, Chen-Huei; Manolitsis, George; Parrila, Rauno; Nurmi, Jari-Erik |
|---|---|
| Titel | The Role of Achievement Strategies on Literacy Acquisition across Languages |
| Quelle | In: Contemporary Educational Psychology, 36 (2011) 2, S.130-141 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0361-476X |
| DOI | 10.1016/j.cedpsych.2011.01.001 |
| Schlagwörter | Spelling; Reading Fluency; Phonological Awareness; Reading Skills; Children; Chinese; English; Greek; Literacy; Language Acquisition; Orthographic Symbols; Predictor Variables; Foreign Countries; Canada; Greece; Taiwan |
| Abstract | We examined the importance of children's achievement strategies in different literacy outcomes in three languages varying in orthographic consistency: Chinese, English, and Greek. Eighty Chinese-speaking Taiwanese children, 51 English-speaking Canadian children and 70 Greek children were assessed on measures of phonological awareness, rapid automatized naming, reading fluency, and spelling. The children's use of a task-focused versus task-avoidant achievement strategy in the classroom context was rated by their teachers. The results indicated that the teacher-rated task-focused behavior was a significant predictor of spelling and to a lesser extent of reading fluency and that its effects were comparable across languages. (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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