Relationships between reading, writing and oral narrative skills in primary school children

Tendentially, written compositional skills constitued a quite indepent field of research from oral compositional skills, especially when considering the period of formalized literacy. Little we know about differences between oral and written narrations in the schooling period and about relationships between reading (decoding and comprehension), writing (spelling and written narrations) and oral narrative skills in primary school children belonging to a transparent language system, as Italian. The aims of the present atudy were: to examine the change of oral and written narratives’ quality according with the level of study; to explore the differences in the overall quality of both oral and written narratives in a group of young writers and in a group of advanced writers; to investigate the relationships between reading, writing, and oral compositional skills in Italian primary school children.