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RESEARCH PRODUCT

The role of achievement beliefs and behaviours in spontaneous reading acquisition

Jari-erik NurmiSanna FyrsténHeikki Lyytinen

subject

media_common.quotation_subjectDyslexiaFamilial riskmedicine.diseasebehavioral disciplines and activitiesEducationDevelopmental psychologyFormal instructionReading (process)Developmental and Educational PsychologymedicineLearning to readPsychologymedia_common

description

Abstract This study examined the role of motivational or attitudinal factors, such as achievement beliefs and behaviours, in learning to read before receiving formal instruction. A total of 200 Finnish children were examined at ages 5 and 6½. Half of them ( n  = 107) had a familial risk for dyslexia. The results showed that those children who were verbally skilful at age 5 showed a higher level of task-focused behaviour at age 6½. This task-focused behaviour then contributed to spontaneous reading acquisition. The impact of previous verbal skills on spontaneous reading acquisition was mediated in part by achievement behaviour.

yearjournalcountryeditionlanguage
2006-12-01Learning and Instruction
https://doi.org/10.1016/j.learninstruc.2006.10.005