Developmental Differences in the Comprehension and Production of Narratives by Reading-Disabled and Normally Achieving Children

Abstract

Reading-disabled children's language skills have long been implicated in their poor school performance. This study is a cross-sectional and longitudinal examination of the narrative language skills of both reading-disabled and normally achieving children in an attempt to understand more clearly the language processes involved in these skills and how these processes relate to reading achievement over time. Children were read scriptlike narratives and asked to demonstrate their knowledge of the story by a nonverbal enactment of the narrative. After perfect enactment of the story was assured, the children were asked to paraphrase the narratives. Results from both the cross-sectional and longitudinal study indicated that reading-disabled children comprehended the narratives in a comparable fashion to normal peers, but they performed more poorly on a variety of content and complexity measures derived from their paraphrases. The study indicates that reading-disabled children's language problems are persistent over time in the area of verbally expressing information, even when they have demonstrated nonverbal comprehension.