Introduction: Among different studies about the role of narrative skills in the acquisition of literacy skills, specifying the high and low ability of students with dyslexia in narrative skills, specifically in microstructures, has been less attention.
Methods: Our searching methods were descriptive. we used two Iranian normative tests to identify grade two elementary school students that have a reading disability. (1) Screening test of reading for elementary schools children, Shafiei et al (2008) and (2) Diagnostic test of reading, Shirazi-Nilipoor (2005). Based on students' performance in the second test, we diagnosed 31 students with poor reading ability. The rest of the students were placed into the control group (n=35). we assessed the narrative skills of students, using the story retelling test, Jafari et al (2010). Data were analyzed by SPSS 21 (statistical analysis software).
Result: analyzed data showed that students with dyslexia significantly performed lower than their normal peers in three of four elements of microstructure, including syntax complexity, Mean Length of Utterance (MLU), and using Conjunction. The two groups didn’t show any significant difference in using references. (P< 0.5).
Conclusions: Results showed dyslexic students were weaker than their normal peers in most elements of microstructures of retelling test. In other words, these students have weaker language and cognitive subskills to develop their literacy skills. The results also showed that how much narrative skills can have direct role in the acquisition of literacy skills.