Cross-lagged relations between task-avoidant behavior and literacy skills in Chinese

We examined the cross-lagged relations between children's task-avoidant behavior and their performance in reading and spelling in Chinese. Eighty Grade 2 and 103 Grade 4 Mandarin-speaking Taiwanese children were assessed on measures of nonverbal IQ, task value, reading accuracy, fluency, and spelling. A year later, the children were reassessed on the literacy tasks. The teachers also assessed the children's task-avoidant behavior at both testing times. The results indicated that task-avoidant behavior was a significant predictor of spelling and to a lesser extent of reading accuracy, even after controlling for the effects of the previous level of literacy skill, nonverbal IQ, and task value. Cross-lagged relationships were found only in the younger age group and only when spelling was the literacy outcome. These findings suggest that, in the context of Chinese, task-avoidant behavior is an important antecedent of performance in demanding tasks such as spelling.

► We examined the cross-lagged relations between task-avoidant behavior and literacy skills in Chinese.
► Two cohorts of children were assessed twice on task avoidance, reading, and spelling.
► Task avoidance was negatively related to reading and spelling.
► Task avoidance continued to predict spelling, even after controlling for nonverbal IQ and task value.
► Cross-lagged relations were found only between spelling and task avoidance in the younger age group.