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Article: Examining the developmental dynamics between achievement strategies and different literacy skills

TitleExamining the developmental dynamics between achievement strategies and different literacy skills
Authors
Keywordstask avoidance
reading
parent beliefs
achievement strategies
spelling
Issue Date2013
Citation
International Journal of Behavioral Development, 2013, v. 37, n. 3, p. 173-181 How to Cite?
AbstractWe 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. © 2013 The Author(s).
Persistent Identifierhttp://hdl.handle.net/10722/230933
ISSN
2015 Impact Factor: 1.61
2015 SCImago Journal Rankings: 1.308

 

DC FieldValueLanguage
dc.contributor.authorGeorgiou, George K.-
dc.contributor.authorManolitsis, George-
dc.contributor.authorZhang, Xiao-
dc.contributor.authorParrila, Rauno-
dc.contributor.authorNurmi, Jari Erik-
dc.date.accessioned2016-09-01T06:07:11Z-
dc.date.available2016-09-01T06:07:11Z-
dc.date.issued2013-
dc.identifier.citationInternational Journal of Behavioral Development, 2013, v. 37, n. 3, p. 173-181-
dc.identifier.issn0165-0254-
dc.identifier.urihttp://hdl.handle.net/10722/230933-
dc.description.abstractWe 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. © 2013 The Author(s).-
dc.languageeng-
dc.relation.ispartofInternational Journal of Behavioral Development-
dc.subjecttask avoidance-
dc.subjectreading-
dc.subjectparent beliefs-
dc.subjectachievement strategies-
dc.subjectspelling-
dc.titleExamining the developmental dynamics between achievement strategies and different literacy skills-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1177/0165025413477007-
dc.identifier.scopuseid_2-s2.0-84877760907-
dc.identifier.volume37-
dc.identifier.issue3-
dc.identifier.spage173-
dc.identifier.epage181-
dc.identifier.eissn1464-0651-

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