University of Padova, Padova, Italy.
J Learn Disabil. 2013 Jan-Feb;46(1):87-96. doi: 10.1177/0022219411417876. Epub 2011 Sep 21.
This study investigated expressive writing in 8- to 10-year-old children with different levels of reading comprehension. Poor and good comprehenders were presented with three expressive writing tasks where the modality (pictorial vs. verbal) and the text genre (narrative vs. descriptive) varied. Results showed that poor comprehenders' performance was minimally influenced by the modality of the prompt. In fact, their performance was generally worse than that of good comprehenders and affected by the text genre, as the quality of their narratives was generally lower than that of good comprehenders. However, in the descriptive text condition, their performance was comparable to that of good comprehenders. One can conclude that their problems depend on the characteristics of the narrative text where coherence and causality are important elements.
本研究调查了阅读理解水平不同的 8 至 10 岁儿童的表达性写作。我们为较差和较好的阅读理解者呈现了三种不同的表达性写作任务，其中提示的模态（图像与文字）和文本类型（叙述与描述）有所不同。结果表明，较差的阅读理解者的表现受提示模态的影响极小。事实上，他们的表现普遍不如较好的阅读理解者，并且受到文本类型的影响，因为他们的叙述质量普遍低于较好的阅读理解者。然而，在描述性文本条件下，他们的表现与较好的阅读理解者相当。可以得出结论，他们的问题取决于叙事文本的特点，其中连贯性和因果关系是重要因素。
