TY - JOUR
T1 - Does task-focused versus task-avoidance behavior matter for literacy development in an orthographically consistent language?
AU - Georgiou, George K.
AU - Manolitsis, George
AU - Nurmi, Jari Erik
AU - Parrila, Rauno
PY - 2010/1
Y1 - 2010/1
N2 - 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.
AB - 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.
KW - task-focused behavior
KW - phonological processing
KW - longitudinal
KW - literacy skills
KW - orthographic consistency
UR - http://www.scopus.com/inward/record.url?scp=74649084876&partnerID=8YFLogxK
U2 - 10.1016/j.cedpsych.2009.07.001
DO - 10.1016/j.cedpsych.2009.07.001
M3 - Article
AN - SCOPUS:74649084876
SN - 0361-476X
VL - 35
SP - 1
EP - 10
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
IS - 1
ER -