Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills

Abstract

Background

Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. Aim

The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. Sample

One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3. Methods

Children were assessed on reading accuracy, reading fluency, and spelling to dictation. Parents and teachers rated the children's task-avoidant behaviour. Results

Results of structural equation modelling showed that the cross-lagged relations varied as a function of the literacy outcome, who rated the children's task avoidance, and children's gender. Earlier reading and spelling performance predicted subsequent parent-rated task avoidance, but parent-rated task avoidance did not predict subsequent reading and spelling performance (with the exception of spelling in Grade 3). Teacher-rated task avoidance and reading fluency/spelling had a reciprocal relationship over time. In addition, the effects of teacher-rated task avoidance on future spelling were significantly stronger in boys than in girls. Conclusions

This suggests that poor reading and spelling performance can lead to subsequent task avoidance in both classroom and home situations. The fact that task avoidance permeates across different learning environments is alarming and calls for joint action from both parents and teachers to mitigate its negative impact on learning.