The relationship between oral and written narratives: A three‐year longitudinal study of narrative cohesion, coherence, and structure. (16th September 2015)

• Record Type: Journal Article
• Authors: Pinto, Giuliana; Tarchi, Christian; Bigozzi, Lucia
• Is Part Of: British journal of educational psychology. Volume 85:Number 4(2015:Dec.)
• Page Start: 551
• Page End: 569
• Publication Date: 2015-09-16
• Subjects: writing -- orthographic competence -- narrative competence -- cohesion -- coherence -- structure -- longitudinal study; Educational psychology -- Periodicals; 370.1505
• DOI: 10.1111/bjep.12091
• Languages: English
• ISSNs: 0007-0998

Abstract

Abstract : Background: The relationship between oral language and the writing process at early acquisition stages and the ways the former can enhance or limit the latter has not been researched extensively. Aims: The predictive relationship between kindergarten oral narrative competence and the first‐ and second‐grade written narrative competence was explored in a 3‐year longitudinal study. Among the first and second graders, the relationship between orthographic competence and narrative competence in written productions was also analysed. Sample: One hundred and nine Italian children participated in this study. Measures: Kindergarteners produced an oral narrative, whereas the first and second graders produced a written narrative. The oral and written narratives were analysed in terms of cohesion, coherence, and structure. The first‐grade orthographic competence was assessed via a dictation task. Results: Multiple linear regression and mediational analyses were performed. Kindergarten oral narrative competence affected the first‐ and second‐grade written narrative competence via a mediational effect of orthographic competence. Conclusion: The results suggest the importance of practicing oral narrative competence in kindergarten and first grade and the value of composition quality independent of orthographic text accuracy.