The purpose of this study was to examine the effect of task-focused behaviour on reading fluency, spelling and comprehension and to examine the role of the different literacy skills in subsequent task-focused behaviour. Finnish-speaking children (N = 207) were followed from preschool until fourth grade and were tested for reading fluency, spelling and reading comprehension, and teachers rated the children’s task-focused behaviour. Task-focused behaviour was a significant predictor of later reading comprehension and spelling skills. All three literacy skills predicted subsequent task-focused behaviour.
Author: Riikka Hirvonen, George K. Georgiou, Marja-Kristiina Lerkkanen, Kaisa Aunola & Jari-Erik Nurmi
Source: Hirvonen, R., Georgiou, G.K., Lerkkanen, M.-K., Aunola, K. & Nurmi, J.-E. (2010). Task-focused behaviour and literacy development: A reciprocal relationship. Journal of Research in Reading, 33(3), 302-319. DOI: 10.1111/j.1467-9817.2009.01415.x
The present study highlights the benefits of engaging ELLs in multiliteracies pedagogy, based
This study aimed to determine the cross-lagged relationships between children’s task-focused behaviour and their literacy skills. The research questions were:
A total of 207 children (111 boys and 96 girls) were examined during their preschool and first, second and fourth school years. Children’s prereading skills were tested, and the teacher rated their task-focused behaviour during preschool. In the first, second and fourth grades, the children were tested in reading fluency, reading comprehension and spelling; their task-focused behaviour was rated by the teacher.