The role of achievement strategies on literacy acquisition across languages

George K. Georgiou*, Riikka Hirvonen, Chen Huei Liao, George Manolitsis, Rauno Parrila, Jari Erik Nurmi

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

19 Citations (Scopus)

Abstract

We examined the importance of children's achievement strategies in different literacy outcomes in three languages varying in orthographic consistency: Chinese, English, and Greek. Eighty Chinese-speaking Taiwanese children, 51 English-speaking Canadian children and 70 Greek children were assessed on measures of phonological awareness, rapid automatized naming, reading fluency, and spelling. The children's use of a task-focused versus task-avoidant achievement strategy in the classroom context was rated by their teachers. The results indicated that the teacher-rated task-focused behavior was a significant predictor of spelling and to a lesser extent of reading fluency and that its effects were comparable across languages.

Original languageEnglish
Pages (from-to)130-141
Number of pages12
JournalContemporary Educational Psychology
Volume36
Issue number2
DOIs
Publication statusPublished - Apr 2011
Externally publishedYes

Keywords

  • achievement strategies
  • cross-linguistic
  • phonological awareness
  • rapid naming speed
  • reading fluency
  • spelling

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