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RESEARCH PRODUCT
The role of achievement strategies on literacy acquisition across languages
Rauno ParrilaGeorge K. GeorgiouChen-huei LiaoRiikka HirvonenGeorge ManolitsisJari-erik Nurmisubject
media_common.quotation_subjecteducationAcademic achievementbehavioral disciplines and activitiesSpellingLiteracyEducationDevelopmental psychologyFluencyPhonological awarenessReading (process)Developmental and Educational PsychologyPsychologyRapid automatized namingOrthographyta515media_commondescription
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.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2011-04-01 | Contemporary Educational Psychology |