You are here:

The role of achievement beliefs and behaviours in spontaneous reading acquisition
ARTICLE

, ,

Learning and Instruction Volume 16, Number 6, ISSN 0959-4752 Publisher: Elsevier Ltd

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 6½. Half of them (

Citation

Fyrstén, S., Nurmi, J.E. & Lyytinen, H. (2006). The role of achievement beliefs and behaviours in spontaneous reading acquisition. Learning and Instruction, 16(6), 569-582. Elsevier Ltd. Retrieved April 6, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2006.10.005