کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
352790 | 618624 | 2010 | 10 صفحه PDF | دانلود رایگان |
![عکس صفحه اول مقاله: Does task-focused versus task-avoidance behavior matter for literacy development in an orthographically consistent language? Does task-focused versus task-avoidance behavior matter for literacy development in an orthographically consistent language?](/preview/png/352790.png)
We examined the importance of children’s classroom activity, defined as task-focused versus task-avoidance behavior, on different literacy outcomes in an orthographically consistent language. Greek children (n = 95) were tested in kindergarten, grade 1, and grade 2 on measures of general cognitive ability, phonological awareness, RAN, and short-term memory. The teachers of the children also assessed their task-focused behavior. Nonword decoding, reading fluency, spelling, and reading comprehension measures were administered in grades 2 and 3. The results indicated that task-focused behavior accounted for unique variance in spelling and reading comprehension, even after controlling for the effects of autoregressor, non-verbal IQ, and phonological processing.
Journal: Contemporary Educational Psychology - Volume 35, Issue 1, January 2010, Pages 1–10