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ERIC Number: EJ1013068
Record Type: Journal
Publication Date: 2013-May
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0165-0254
Examining the Developmental Dynamics between Achievement Strategies and Different Literacy Skills
Georgiou, George K.; Manolitsis, George; Zhang, Xiao; Parrila, Rauno; Nurmi, Jari-Erik
International Journal of Behavioral Development, v37 n3 p173-181 May 2013
We examined the developmental dynamics between task-avoidant behavior and different literacy outcomes, and possible precursors of task-avoidant behavior. Seventy Greek children were followed from Grade 4 until Grade 6 and were assessed every year on reading fluency, spelling, and reading comprehension. The teachers assessed the children's achievement strategies at all testing times. In addition, in Grade 4, the children responded to a task value questionnaire and the parents reported their beliefs and expectations about their children's academic performance. The results revealed that task avoidance was reciprocally related only to reading comprehension. In addition, only parental beliefs predicted task avoidance. These findings complement those of previous studies in transparent orthographies and suggest that the role of task avoidance on literacy development depends on the time when the literacy skills are assessed and the type of literacy outcome. (Contains 2 tables and 2 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 6; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece