The Role of Achievement Beliefs and Behaviours in Spontaneous Reading Acquisition

Autor/inn/en	Fyrsten, Sanna; Nurmi, Jari-Erik; Lyytinen, Heikki
Titel	The Role of Achievement Beliefs and Behaviours in Spontaneous Reading Acquisition
Quelle	In: Learning and Instruction, 16 (2006) 6, S.569-582 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2006.10.005
Schlagwörter	Beliefs; Dyslexia; At Risk Persons; Reading Difficulties; Foreign Countries; Child Behavior; Reading Ability; Reading Research; Achievement Need; Developmental Stages; Finland + Suchen Sie Ihr Suchwort? Belief; Glaube; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Risikogruppe; Reading difficulty; Leseschwierigkeit; Ausland; Reading competence; Lesekompetenz; Leseforschung; Finnland
Abstract	This study examined the role of motivational or attitudinal factors, such as achievement beliefs and behaviours, in learning to read before receiving formal instruction. A total of 200 Finnish children were examined at ages 5 and 6 and 1/2. Half of them (n = 107) had a familial risk for dyslexia. The results showed that those children who were verbally skilful at age 5 showed a higher level of task-focused behaviour at age 6 and 1/2. This task-focused behaviour then contributed to spontaneous reading acquisition. The impact of previous verbal skills on spontaneous reading acquisition was mediated in part by achievement behaviour. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10