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Task‐focused behaviour and literacy development: a reciprocal relationship
Author(s) -
Hirvonen Riikka,
Georgiou George K.,
Lerkkanen MarjaKristiina,
Aunola Kaisa,
Nurmi JariErik
Publication year - 2010
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/j.1467-9817.2009.01415.x
Subject(s) - spelling , fluency , psychology , reading comprehension , task (project management) , literacy , comprehension , reading (process) , reciprocal teaching , reciprocal , developmental psychology , cognitive psychology , mathematics education , linguistics , pedagogy , philosophy , management , economics
The purpose of this study was twofold: (a) to examine the effect of task‐focused behaviour on reading fluency, spelling and comprehension; and (b) to examine the role of the different literacy skills in subsequent task‐focused behaviour. Two hundred and seven Finnish‐speaking children were followed from preschool until their fourth year at school and were tested for reading fluency, spelling and reading comprehension. The teachers also rated the children's task‐focused behaviour. The results showed that task‐focused behaviour was a significant predictor of later reading comprehension and spelling skills. However, all three literacy skills predicted subsequent task‐focused behaviour.