The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure

Background The relationship between oral language and the writing process at early acquisition stages and the ways the former can enhance or limit the latter has not been researched extensively. Aims The predictive relationship between kindergarten oral narrative competence and the first‐ and second‐grade written narrative competence was explored in a 3‐year longitudinal study. Among the first and second graders, the relationship between orthographic competence and narrative competence in written productions was also analysed. Sample One hundred and nine Italian children participated in this study. Measures Kindergarteners produced an oral narrative, whereas the first and second graders produced a written narrative. The oral and written narratives were analysed in terms of cohesion, coherence, and structure. The first‐grade orthographic competence was assessed via a dictation task. Results Multiple linear regression and mediational analyses were performed. Kindergarten oral narrative competence affected the first‐ and second‐grade written narrative competence via a mediational effect of orthographic competence. Conclusion The results suggest the importance of practicing oral narrative competence in kindergarten and first grade and the value of composition quality independent of orthographic text accuracy.