Text comprehension and its relation to coherence and cohesion in children's fictional narratives

By K. Cain. 2003

228 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/8d987b18c8ec638ba233438ab5aaf27b11512d19

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In Developmental and Educational Psychology

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Citations in the corpus

Promoting narrative competence through adult-child joint pretense : Lessons from the Scandinavian educational practice of playworld (2005, methodology): “…i.e., the understanding of story events and actions as temporally sequenced and causally motivated, and “narrative production”, the ability to produce longer, more coherent, and more linguistically complex stories (Cain, 2003; Pellegrini, 1985; Groth & Darling, 2001; Shapiro & Hudson, 1997).”
Exploring Written Narrative in Children with Poor Reading Comprehension (2006, background): “For example, Cain (2003) presented children with a prompt (e.g., a title, or a sequence of pictures) and asked them to construct a story.”
Dissecting the relationship between language skills and learning to read: Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension (2007, background): “Consistent with this suggestion, Cain, Oakhill and Elbro (2003) found that children with poor reading comprehension were poor at inferring the meaning of new words embedded in text. Cain et al. (2004) replicated and extended these findings by showing that those poor comprehenders with relatively wea”
Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills. (2004, background): “Children with specific comprehension difficulties demonstrate impairments in their ability to structure stories (Cain, 2003; Cain & Oakhill, 1996) and impoverished knowledge about the information contained in certain features of text (Cain, 1996).”
Why Reading Comprehension Fails: Insights From Developmental Disorders (2005, background): “Poor comprehenders also show weaknesses in aspects of producing both spoken narrative (Cain, 2003) and written narrative (Cragg & Nation, in press).”
Relations Among the Frequency of Shared Reading and 4-Year-Old Children's Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills (2008, methodology): “…in the number, but variety, of connectives used; younger children use the connective and almost exclusively, whereas older children also include temporal and causal connectives such as then and because in their more complex narratives (Cain, 2003; McKeough, Davis, Forgeron, Marini, & Fung, 2005).”
Spoken language samples of New Zealand children in conversation and narration (2004, background): “Recent studies of children with specific reading comprehension problems have highlighted these sometimes ‘‘hidden’’ oral language impairments (Cain, 2003; Nation, Clarke, Marshall, & Durand, 2004).”
The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, background): “Measures of narrative production account for unique variance in reading comprehension (Snyder & Downey, 1991), discriminate good and poor comprehenders (Cain, 2003; Cain & Oakhill, 1996), and predict later reading comprehension level (Roth et al.”