ERIC Number: EJ871799
Record Type: Journal
Publication Date: 2010-Jan
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0361-476X
EISSN: N/A
Does Task-Focused versus Task-Avoidance Behavior Matter for Literacy Development in an Orthographically Consistent Language?
Georgiou, George K.; Manolitsis, George; Nurmi, Jari-Erik; Parrila, Rauno
Contemporary Educational Psychology, v35 n1 p1-10 Jan 2010
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. (Contains 3 tables.)
Descriptors: Elementary School Students, Kindergarten, Grade 1, Grade 2, Grade 3, Class Activities, Child Behavior, Emergent Literacy, Outcomes of Education, Written Language, Reliability, Cognitive Ability, Reading Comprehension, Spelling, Reading Fluency, Phonological Awareness, Decoding (Reading), Differences, Short Term Memory, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
Grant or Contract Numbers: N/A