Task-focused behaviour and literacy development: a reciprocal relationship
Task-focused behaviour and literacy development: a reciprocal relationship
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DOI：
10.1111/j.1467-9817.2009.01415.x
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发表时间：
2010-08-01
影响因子：
2.7
通讯作者：
Nurmi, Jari-Erik
中科院分区：
文献类型：
--
作者：
Hirvonen, Riikka;Georgiou, George K.;Nurmi, Jari-Erik
这项研究的目的有两个：（a）检查任务为中心的行为对阅读流畅性，拼写和理解的影响;（B）检查不同的识字技能在随后的任务为中心的行为中的作用。研究人员对207名讲芬兰语的儿童进行了从学前班到四年级的跟踪调查，并对他们的阅读流畅性、拼写和阅读理解能力进行了测试。老师们还对孩子们专注于任务的行为进行了评分。结果表明，以任务为中心的行为是一个显着的预测后期阅读理解和拼写技能。然而，所有这三种识字技能预测随后的任务为重点的行为。
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.