000			01676nam a22002537a 4500
003			ZW-GwMSU
005			20241205095531.0
008			241205b |||||||| |||| 00| 0 eng d
022			_a0144-3410
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1051 EDU
100	1		_aCragg, Lucy _eauthor
245	1	0	_aExploring written narrative in children with poor reading comprehension _ccreated by Lucy Cragg and Kate Nation
264	1		_aOxfordshire: _bTaylor and Francis, _c2005.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAn international journal of experimental educational psychology _vVolume 26 , number 1,
520	3		_aThis 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.
650			_aWritten narrative _vPoor reading _xComprehension
700	1		_aNation, Kate _eco-author
856			_uhttps://doi.org/10.1080/01443410500340991
942			_2lcc _cJA
999			_c168549 _d168549