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RESEARCH PRODUCT

Task-focused behaviour and literacy development: a reciprocal relationship

Kaisa AunolaMarja-kristiina LerkkanenJari-erik NurmiRiikka HirvonenGeorge K. Georgiou

subject

media_common.quotation_subjectLiteracySpellingEducationTask (project management)Developmental psychologyComprehensionLiteracy developmentReading comprehensionReading (process)Developmental and Educational PsychologyPsychology (miscellaneous)PsychologyReciprocalmedia_commonCognitive psychology

description

University of Jyva¨skyla¨The purpose of this study was twofold: (a) to examine the effect of task-focusedbehaviour on reading fluency, spelling and comprehension; and (b) to examine therole of the different literacy skills in subsequent task-focused behaviour. Twohundred and seven Finnish-speaking children were followed from preschool untiltheir fourth year at school and were tested for reading fluency, spelling and readingcomprehension. The teachers also rated the children’s task-focused behaviour. Theresults showed that task-focused behaviour was a significant predictor of laterreading comprehension and spelling skills. However, all three literacy skillspredicted subsequent task-focused behaviour.

yearjournalcountryeditionlanguage
2009-10-21Journal of Research in Reading
https://doi.org/10.1111/j.1467-9817.2009.01415.x