Resumen de The effect of low-level writing process on written narrative textual competence in kindergarten and primary school children
Giuliana Pinto, Lucia Bigozzi, Giulia Vettori
The focus of this chapter is on how children’s writing skills (orthographic competence and narrative text skills) develop and interact during early and middle childhood. We specifically address the impact of children’s transcription skills on the ability to write narrative texts, by focusing on the key transition from preschool age until the end of primary school. In the first part of the chapter, an overview of representative models of writing is provided to define which components concur to writing and the relationships between its components. In the second part of this chapter, the representative, recent research findings, which contribute to enlightening the interplay between lower-level (e.g., orthographic competence) and higher-level (e.g., narrative production) processes, are reviewed. Results derive from the adoption of a longitudinal perspective, following children in the transition from kindergarten to primary school. Results will be discussed to show the predictive relations between lower and higher levels of writing, taking into account the contribution of oral narrative competences and to highlight the role of orthographic competence in mediating the relationship between oral and written narrative competences. The chapter bridges research-based results on children’s narrative competence development to inform educational and clinical practitioners about the practical advantages of enhancing, assessing, and training children’s narrative competence.
