Exploring written narrative in children with poor reading comprehension

Lucy Cragg, Kate Nation*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    63 Citations (Scopus)

    Abstract

    This study investigated written language production in 10yearold children with impaired reading comprehension. Despite fluent and accurate reading, these children are poor at understanding what they read. Participants completed a spelling test, and were asked to write an extended narrative, prompted by a series of pictures. Poor comprehenders showed ageappropriate spelling skills, and their narratives did not differ from those produced by control children in terms of length or syntactic complexity. However, their narratives captured less of the story content, and contained a less sophisticated story structure. These findings are discussed within a framework that sees weaknesses in aspects of oral language placing constraints on aspects of written language production.

    Original languageEnglish
    Pages (from-to)55-72
    Number of pages18
    JournalEducational Psychology
    Volume26
    Issue number1
    DOIs
    Publication statusPublished - Feb 2006

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