Oral narrative competence and literacy skills

Paola Zanchi, Laura Zampini, Mirco Fasolo

Risultato della ricerca: Contributo in rivistaArticolo in rivista

Abstract

Several studies have demonstrated the role of narrative competence in predicting later academic achievement, but only a few authors tried to highlight exact relationships between the different aspects of these two complex domains. The main aim of the present work was to investigate this association considering the micro- and macrostructural levels of narratives and both the automatism of reading and writing and more complex literacy skills. Participants were 45 Italian children attending the second and third year of primary school. A battery of tasks assessing their narrative, linguistic, and learning abilities was administered. The results partially confirmed the hypothesized associations between narrative macrostructure, in particular information density and the use of psychological lexicon, and ‘higher’ abilities, in particular written text production.
Lingua originaleEnglish
pagine (da-a)2309-2320
Numero di pagine12
RivistaEarly Child Development and Care
Volume190
DOI
Stato di pubblicazionePubblicato - 2020

Keywords

  • Narratives
  • writing
  • school-age children
  • reading

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