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

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Text comprehension and its relation to coherence and cohesion in children’s fictional narratives. / Cain, Kate.
In: British Journal of Developmental Psychology, Vol. 21, No. 3, 09.2003, p. 335-351.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Cain, K 2003, 'Text comprehension and its relation to coherence and cohesion in children’s fictional narratives.', British Journal of Developmental Psychology, vol. 21, no. 3, pp. 335-351. https://doi.org/10.1348/026151003322277739

APA

Cain, K. (2003). Text comprehension and its relation to coherence and cohesion in children’s fictional narratives. British Journal of Developmental Psychology, 21(3), 335-351. https://doi.org/10.1348/026151003322277739

Vancouver

Cain K. Text comprehension and its relation to coherence and cohesion in children’s fictional narratives. British Journal of Developmental Psychology. 2003 Sept;21(3):335-351. doi: 10.1348/026151003322277739

Author

Cain, Kate. / Text comprehension and its relation to coherence and cohesion in children’s fictional narratives. In: British Journal of Developmental Psychology. 2003 ; Vol. 21, No. 3. pp. 335-351.

Bibtex

@article{b9df26bf2c91444584ab582a492e4f02,
title = "Text comprehension and its relation to coherence and cohesion in children{\textquoteright}s fictional narratives.",
abstract = "This study investigated the relation between children{\textquoteright}s text comprehension, their ability to produce a coherent and cohesive story, and the extent to which external cues aid these aspects of narrative production. Children with reading comprehension difficulties demonstrated deficits in both aspects of story organization, relative to sameage skilled comprehenders and younger children of equivalent comprehension ability. Their performance was poor when a topic title was used to elicit the narrative, but performance improved when stories were elicited with more informative verbal and pictorial prompts. Stories with poorer structures did not contain proportionately fewer connectives in general, but the type of connective included differed in relation to story event structure. These findings are discussed in relation to the use of coherence and cohesion in narratives and their relation to comprehension skill.",
author = "Kate Cain",
year = "2003",
month = sep,
doi = "10.1348/026151003322277739",
language = "English",
volume = "21",
pages = "335--351",
journal = "British Journal of Developmental Psychology",
issn = "0261-510X",
publisher = "Wiley-Blackwell",
number = "3",

}

RIS

TY - JOUR

T1 - Text comprehension and its relation to coherence and cohesion in children’s fictional narratives.

AU - Cain, Kate

PY - 2003/9

Y1 - 2003/9

N2 - This study investigated the relation between children’s text comprehension, their ability to produce a coherent and cohesive story, and the extent to which external cues aid these aspects of narrative production. Children with reading comprehension difficulties demonstrated deficits in both aspects of story organization, relative to sameage skilled comprehenders and younger children of equivalent comprehension ability. Their performance was poor when a topic title was used to elicit the narrative, but performance improved when stories were elicited with more informative verbal and pictorial prompts. Stories with poorer structures did not contain proportionately fewer connectives in general, but the type of connective included differed in relation to story event structure. These findings are discussed in relation to the use of coherence and cohesion in narratives and their relation to comprehension skill.

AB - This study investigated the relation between children’s text comprehension, their ability to produce a coherent and cohesive story, and the extent to which external cues aid these aspects of narrative production. Children with reading comprehension difficulties demonstrated deficits in both aspects of story organization, relative to sameage skilled comprehenders and younger children of equivalent comprehension ability. Their performance was poor when a topic title was used to elicit the narrative, but performance improved when stories were elicited with more informative verbal and pictorial prompts. Stories with poorer structures did not contain proportionately fewer connectives in general, but the type of connective included differed in relation to story event structure. These findings are discussed in relation to the use of coherence and cohesion in narratives and their relation to comprehension skill.

U2 - 10.1348/026151003322277739

DO - 10.1348/026151003322277739

M3 - Journal article

VL - 21

SP - 335

EP - 351

JO - British Journal of Developmental Psychology

JF - British Journal of Developmental Psychology

SN - 0261-510X

IS - 3

ER -