Children's textual production of stories and their relationship with the skill of reading and writing words/pseudowords

Abstract

The study describes the production of written stories by second grade children and compares them in subgroups classified by the skill of reading and writing words/pseudowords. The textual production of stories was classified in one of five categories. The results show that 54.6% of the sample reached intermediate categories (III and IV), characterized by the absence of a problem situation or only a sketch of it. There is a significant association between the word level skills and the narrative level of the text. Children who are skilled in reading and writing words/pseudowords are also skilled in producing written texts. The reverse is also true. The mastery of regular graph-phonemic correspondences in reading and writing seems to be important for the written production of narrative texts. However, irregular words reading skill seems more important than irregular written word skill to the textual production of stories.