Exploring Written Narrative in Children with Poor Reading Comprehension

By Lucy Cragg, Kate Nation. 2006

121 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f6008e6a03aa8e624d047cb9b681f555c4c77e0f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Kate Nation
2. K. Cain
3. Y. Chiu
4. Selma Babayiğit
5. Jane Oakhill
6. M. Snowling
7. Paula J. Clarke
8. V. Connelly

In Education

1. Y. Chiu
2. Kate Nation
3. V. Connelly
4. Selma Babayiğit
5. G. Lindsay
6. M. Snowling
7. K. Cain
8. Jane Oakhill

Citations in the corpus

• The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, background): “Concurrent measures of narrative comprehension and production and reading comprehension are related (Cain, 2003; Cain & Oakhill, 1996; Cragg & Nation, 2006; Kendeou, Bohn-Gettler, White & van den Broek, 2008; Paris & Paris, 2003).”
• The Impact of Specific Language Impairment on Adolescents' Written Text (2009, background): “Wider oral language comprehension skills have been implicated as important factors in the children’s text production (Bishop & Clarkson; Cragg & Nation, 2006; Dockrell, Lindsay, Connelly, & Mackie, 2007).”
• Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? (2009, background): “In the wake of Hunt’s work, words per T-unit, words per clause, and clauses per T-unit continue to be used to examine oral and written language development across discourse modes in typical students ( Cragg & Nation, 2006; Iwashita, 2006; Nippold et al., 2007; Purcell-Gates, 1988; Scott, 1988), in ”
• Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study (2010, background): “…such as semantic knowledge, lexical retrieval, and grammatical processes (Berninger, 1996) and individual differences in language skills have been found to play a significant role in children’s writing skills (Cragg & Nation, 2006; Fey, Catts, Proctor-williams, Toblin, & Zhang, 2004; Juel, 1988).”
• The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills (2018, methodology): “We use “listening comprehension” to refer to understanding of text read aloud, which has also been referred to as linguistic comprehension (Gough & Tunmer, 1986) and language comprehension (Cragg & Nation, 2006).”
• 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): “Poor comprehenders also show weaknesses in aspects of both spoken narrative (Cain, 2003) and written narrative (Cragg & Nation, 2006).”
• The Relationship Between Component Skills and Writing Quality and Production Across Developmental Levels (2016, background): “…5th (cohort 2) Full range OL Bishop and Clarkson (2003) 84 7:5−13:0 Academic difficulties SP Connelly, Gee, and Walsh (2007) 48 5th−6th Full range HW Cragg and Nation (2006) 30 4th−5th Full range SP, RDG, OL DeBono et al. (2012) 97 13:0−18:0 years Academic difficulties RDG, OL Dockrell,…”