ERIC Number: EJ721775
Record Type: Journal
Publication Date: 2006-Feb
Reference Count: 54
Exploring Written Narrative in Children with Poor Reading Comprehension
Cragg, Lucy; Nation, Kate
Educational Psychology, v26 n1 p55-72 Feb 2006
This study investigated written language production in 10-year-old 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 age-appropriate 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.
Descriptors: Grade 5, Grade 6, Reading Comprehension, Writing (Composition), Writing Skills, Story Grammar, Spelling, Written Language, Oral Language, Writing Evaluation, Reading Writing Relationship, Foreign Countries
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom