The role of achievement strategies on literacy acquisition across languages |
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Authors: | George K Georgiou Riikka HirvonenChen-Huei Liao George ManolitsisRauno Parrila Jari-Erik Nurmi |
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Institution: | a University of Alberta, Edmonton, Canada b University of Jyväskylä, Jyväskylä, Finland c National Taichung University, Taichung, Taiwan d University of Crete, Rethymno, Greece |
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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. |
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Keywords: | Achievement strategies Phonological awareness Rapid naming speed Reading fluency Spelling Cross-linguistic |
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