کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
352716 | 618614 | 2011 | 12 صفحه PDF | دانلود رایگان |

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.
Research highlights
► We examined the effects of achievement strategies on literacy across languages.
► Achievement strategies predicted significantly reading fluency and spelling.
► Orthography did not moderate the effect of achievement strategies.
► Achievement strategies predicted more strongly spelling than reading fluency.
Journal: Contemporary Educational Psychology - Volume 36, Issue 2, April 2011, Pages 130–141