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

页码：130 / 141

页数：12