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 language | English |
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Pages (from-to) | 130-141 |
Number of pages | 12 |
Journal | Contemporary Educational Psychology |
Volume | 36 |
Issue number | 2 |
DOIs | |
Publication status | Published - Apr 2011 |
Externally published | Yes |
Keywords
- achievement strategies
- cross-linguistic
- phonological awareness
- rapid naming speed
- reading fluency
- spelling