Task-focused behaviour and literacy development: a reciprocal relationship

被引：45

作者：

Hirvonen, Riikka ^{[1
]}

Georgiou, George K. ^{[2
]}

Lerkkanen, Marja-Kristiina ^{[1
,3
]}

Aunola, Kaisa

Nurmi, Jari-Erik

机构：

[1] Univ Jyvaskyla, Dept Psychol, Jyvaskyla 40014, Finland

[2] Univ Alberta, Dept Educ Psychol, Edmonton, AB T6G 2M7, Canada

[3] Univ Jyvaskyla, Dept Teacher Educ, Jyvaskyla 40014, Finland

来源：

JOURNAL OF RESEARCH IN READING | 2010年 / 33卷 / 03期

关键词：

READING-SKILLS; ACHIEVEMENT STRATEGIES; EMERGENT LITERACY; NAMING SPEED; SELF-CONCEPT; PRESCHOOL; CHILDREN; RISK; PERFORMANCE; 1ST;

D O I：

10.1111/j.1467-9817.2009.01415.x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was twofold: (a) to examine the effect of task-focused behaviour on reading fluency, spelling and comprehension; and (b) to examine the role of the different literacy skills in subsequent task-focused behaviour. Two hundred and seven Finnish-speaking children were followed from preschool until their fourth year at school and were tested for reading fluency, spelling and reading comprehension. The teachers also rated the children's task-focused behaviour. The results showed that task-focused behaviour was a significant predictor of later reading comprehension and spelling skills. However, all three literacy skills predicted subsequent task-focused behaviour.

引用

页码：302 / 319

页数：18

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