The role of achievement strategies on literacy acquisition across languages

被引：18
作者：
Georgiou, George K. [1 ]
Hirvonen, Riikka [2 ]
Liao, Chen-Huei [3 ]
Manolitsis, George [4 ]
Parrila, Rauno
Nurmi, Jari-Erik [2 ]
机构：
[1] Univ Alberta, Dept Educ Psychol, Edmonton, AB T6G 2G5, Canada
[2] Univ Jyvaskyla, Jyvaskyla, Finland
[3] Natl Taichung Univ, Taichung, Taiwan
[4] Univ Crete, Rethimnon, Greece
来源：
CONTEMPORARY EDUCATIONAL PSYCHOLOGY | 2011年 / 36卷 / 02期
关键词：
Achievement strategies; Phonological awareness; Rapid naming speed; Reading fluency; Spelling; Cross-linguistic; TASK-FOCUSED BEHAVIOR; NAMING SPEED; PHONOLOGICAL AWARENESS; PREDICTORS; CHINESE; PERFORMANCE; MOTIVATION; BELIEFS; ENGLISH; SKILLS;
D O I：
10.1016/j.cedpsych.2011.01.001
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
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. (C) 2011 Elsevier Inc. All rights reserved.
引用
收藏
页码：130 / 141
页数：12
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