MAIN · Multilingual Assessment Instrument for Narratives
Alamshoev, Qurbonidin, & Trifonova, Aleksandra. 2020.
MAIN in the Tajik and Shughni languages of Tajikistan.
ZAS Papers in Linguistics, 64, 235–239.
Altman, Carmit, Armon-Lotem, Sharon, Fichman, Sveta & Walters, Joel. 2016.
Macrostructure, microstructure, and mental state terms in the narratives of English–Hebrew bilingual preschool children with and without specific language impairment.
Applied Psycholinguistics, 37(1), 165 – 193.
Amora, Kathleen Kay, Garcia, Rowena & Gagarina, Natalia. 2020.
Tagalog adaptation of the Multilingual Assessment Instrument for Narratives: History, process and preliminary results.
ZAS Papers in Linguistics, 64, 221–233.
Andreou, G., & Lemoni, G.. 2020.
Narrative skills of monolingual and bilingual pre-school and primary school children with developmental language disorder (DLD): A systematic review.
Open Journal of Modern Linguistics, 10(05), 429.
Andreou, M., Tsimpli, I. M., Kananaj, A., & Kapia, E.. 2016.
Narrative insights from 6–7–year-old Greek-Albanian children.
Selected papers on theoretical and applied linguistics, 21, 67–82.
Andreou, Maria, Peristeri, Eleni & Tsimpli, Ianthi Maria. 2020.
Reference maintenance in the narratives of Albanian–Greek and Russian–Greek children with Developmental Language Disorder: A study on crosslinguistic effects.
First Language, Special Issue: Children’s Acquisition of Referentiality in Narratives.
Androsova, Yulia & Trifonova, Aleksandra. 2020.
Storytelling using MAIN in Yakut.
ZAS Papers in Linguistics, 64, 269–274.
Argus, Reili, & Kütt, Andra. 2020.
The adaptation of MAIN to Estonian.
ZAS Papers in Linguistics, 64, 57–62.
Balčiūnienė, I., & Dabašinskienė, I.. 2019.
Language dominance in bilingual acquisition: A case study of narrative production in Lithuanian.
Eesti Rakenduslingvistika Ühingu aastaraamat, 15, 5–19.
Blom, E., & Boerma, T.. 2016.
Why do children with language impairment have difficulties with narrative macrostructure?.
Research in Developmental Disabilities, 55, 301–311.
Blom, Elma & Boerma, Tessel. 2020.
Bilingual children’s lexical and narrative comprehension in Dutch as the majority language.
In Ute Bohnacker & Natalia Gagarina (Eds.), Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives. SiBil Series (pp. 198–229). Amsterdam/Philadelphia: John Benjamins.
Blom, Elma, Boerma, Tessel, & de Jong, Jan. 2020.
Multilingual Assessment Instrument for Narratives (MAIN) adapted for use in Dutch.
ZAS Papers in Linguistics, 64, 51–56.
Boerma, Tessel, Leseman, Paul, Timmermeister, Mona, Wijnen, Frank & Blom, Elma. 2016.
Narrative abilities of monolingual and bilingual children with and without language impairment: implications for clinical practice.
International Journal of Language & Communication Disorders, 51(6). doi: 10.1111/1460–6984.12234
Bohnacker Ute & Natalia Gagarina. 2019.
Background on MAIN – Revised, how to use it and adapt it to other languages.
ZAS Papers in Linguistics, 63, iv – xii
Bohnacker, Ute. 2016.
Tell me a story in English or Swedish: Narrative production and comprehension in bilingual preschoolers and first graders.
Applied Psycholinguistics, 37(1), 19–48.
Bohnacker, Ute. 2020.
Bilingual development of Turkish-speaking children in Sweden.
In Lenore Grenoble, Pia Lane & Unn Røyneland (Eds.), Linguistic Minorities in Europe Online. Turkish. Berlin/Boston: De Gruyter Mouton.
Bohnacker, Ute & Gagarina, Natalia (Eds.). 2020.
Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives.
[Studies in Bilingualism, 61]. Amsterdam/Philadelphia: John Benjamins.
Bohnacker, Ute & Haddad, Rima. 2020.
Adapting MAIN to Arabic.
ZAS Papers in Linguistics, 64, 1–10.
Bohnacker, Ute & Karakoç, Birsel. 2020.
Subordination in children acquiring Turkish as a heritage language in Sweden.
In Fatih Bayram (Ed.), Studies in Turkish as a Heritage Language. SiBil Series (pp. 155–204). Amsterdam/Philadelphia: John Benjamins.
Bohnacker, Ute & Lindgren, Josefin. 2020.
MAIN story comprehension: What can we expect of a typically developing child?.
In Sharon Armon-Lotem & Kleanthes Grohmann (Eds.), LITMUS in Action: Cross-comparison studies across Europe. Amsterdam: John Benjamins. Trends in Language Acquisition Research (TILAR). (Accepted for publication in 2018, currently still in press)
Bohnacker, Ute, Lindgren, Josefin & Öztekin, Buket. 2021.
Storytelling in bilingual Turkish-Swedish children: Effects of language, age and exposure on narrative macrostructure.
Linguistic Approaches to Bilingualism. Published online 16 Sept 2021.
Bohnacker, Ute, Natalia Gagarina & Natalie Suermeli. 2019.
MAIN: Revised German version.
ZAS Papers in Linguistics, 63.
Bohnacker, Ute, Öztekin, Buket & Lindgren, Josefin. 2020.
Bilingual Turkish-Swedish children’s understanding of MAIN picture sequences: Individual variation, age, language and task effects.
In Ute Bohnacker & Natalia Gagarina (Eds.), Developing narrative comprehension. SiBiL Series ( pp. 100–147). Amsterdam/Philadelphia: John Benjamins.
Bosma, Evelyn, & Dijkstra, Jelske. 2020.
Multilingual Assessment Instrument for Narratives (MAIN) adapted for use in West Frisian.
ZAS Papers in Linguistics, 64, 63–68.
Camus, Alondra & Aparici, Melina. 2020.
Adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Catalan.
ZAS Papers in Linguistics, 64, 31–36.
Chan, A., Cheng, K., Kan, R., Wong, A. M.-Y. ., Fung, R., Wong, J., Cheng, T., Cheung, A., Yuen, K., Chui, B., Lo, J., & Gagarina, N.. 2020.
The Multilingual Assessment Instrument for Narratives (MAIN): Adding Cantonese to MAIN.
ZAS Papers in Linguistics, 64, 23–29.
Chimirala, Uma Maheshwari. 2020.
Towards a convivial tool for narrative assessment: Adapting MAIN to Gondi (Dantewada, India), Halbi and Hindi for Gondi-and Halbi-Hindi speaking bilinguals.
ZAS Papers in Linguistics, 64, 77–99.
Chondrogianni, Vasiliki & Butcher, Morna. 2020.
Adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Scottish Gaelic.
ZAS Papers in Linguistics, 64, 69–76.
Dam, Q.D., Pham, G., Potapova, I., & Pruitt-Lord, S. 2020.
Grammatical characteristics of Vietnamese and English in developing bilingual children.
American Journal of Speech-Language Pathology, 29, 1212–1225. doi: 10.1044/2019_AJSLP-19–00146
de Aguiar, Laís Vitória Cunha, & Nunes Martins dos Reis, Micaela. 2020.
Adapting MAIN to Brazilian Portuguese.
ZAS Papers in Linguistics, 64, 183–187.
Ezeizabarrena, Maria José, & García del Real, Isabel. 2020.
The Spanish adaptation of MAIN.
ZAS Papers in Linguistics, 64, 211–220.
Fiani, R., Henry, G., & Prévost, P.. 2022.
Macrostructure in narratives produced by Lebanese Arabic-French bilingual children: Developmental trends and links with language dominance, exposure to narratives and lexical skills. .
Linguistic Approaches to Bilingualism, 12(4), 446–478.
Fiani, Rachel, Henry, Guillemette & Prévost, Philippe. 2020.
Narrative comprehension in Lebanese Arabic-French bilingual children.
In Ute Bohnacker & Natalia Gagarina (Eds.), Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives. SiBil Series ( pp. 32–60). Amsterdam/ Philadelphia: John Benjamins.
Fichman, Sveta & Altman, Carmit. 2019.
Referential Cohesion in the Narratives of Bilingual and Monolingual Children With Typically Developing Language and With Specific Language Impairment.
Journal of Speech, Language, and Hearing Research, 62(1), 123–142. doi: 10.1044/2018_JSLHR-L-18–0054.
Fichman, Sveta, Altman, Carmit, Voloskovich, Anna, Armon-Lotem, Sharon & Walters, Joel. 2017.
Story grammar elements and causal relations in the narratives of Russian-Hebrew bilingual children with SLI and typical language development.
Journal of Communication Disorders, 69, 72–93.
Fichman, Sveta, Walters, Joel, Melamed, Ravit & Altman, Carmit. 2020.
Reference to characters in narratives of Russian-Hebrew bilingual and Russian and Hebrew monolingual children with Developmental Language Disorder and typical language development.
First Language, Special Issue: Children’s Acquisition of Referentiality in Narratives.
Gagarina, Natalia. 2016.
Narratives of Russian–German preschool and primary school bilinguals: Rasskaz and Erzaehlung.
Applied Psycholinguistics, 37(1), 91–122.
Gagarina, Natalia & Bohnacker, Ute. 2021.
A new perspective on referentiality in narratives: Introduction to the special issue.
First Language. Published online 18 Dec 2021.
Gagarina, Natalia & Bohnacker, Ute (Eds.). 2022.
Children's acquisition of referentiality in narratives.
First Language, Special Issue, Vol 42(2). London: Sage.
Gagarina, Natalia & Bohnacker, Ute (Eds.). 2022.
Storytelling in bilingual children: How organization of narratives is (not) affected by linguistic skills and environmental factors.
Linguistic Approaches to Bilingualism, Special Issue Vol. 12.
Gagarina, Natalia & Lindgren, Josefin (Eds.). 2020.
New language versions of MAIN: Multilingual Assessment Instrument for Narratives – Revised.
ZAS Papers in Linguistics, 64. Berlin: ZAS.
Gagarina, Natalia, Bohnacker, Ute & Lindgren, Josefin. 2019.
Macrostructural organization of adults’ oral narrative texts.
ZAS Papers in Linguistics, 62, 190–208.
Gagarina, Natalia, Klop, Daleen, Kunnari, Sari, Tantele, Koula, Välimaa, Taina, Balčiūnienė, Ingrida, Bohnacker, Ute & Walters, Joel. 2012.
MAIN: Multilingual Assessment Instrument for Narratives.
ZAS Papers in Linguistics, 56. Berlin: ZAS.
Gagarina, Natalia, Klop, Daleen, Kunnari, Sari, Tantele, Koula, Välimaa, Taina, Bohnacker, Ute & Walters, Joel. 2019.
MAIN: Multilingual Assessment Instrument for Narratives – Revised.
ZAS Papers in Linguistics, 63. Berlin: ZAS.
Gagarina, Natalia, Lomako, Julia, Stadtmiller, Elizabeth & Lindner, Katrin. 2020.
Text organization in typically developing bilinguals and bilinguals at risk of DLD: what is different and how language independent is it?.
In Natalia Gagarina & Renate Musan (Eds.), Referential and Relational Discourse Coherence in Adults and Children. SOLA Series (pp. 85–104). Boston/Berlin: De Grutyer Mouton.
Gagarina, Natalia, Stefanie Gey & Sürmeli, Natalie. 2019.
Identifying early preschool bilinguals at risk of DLD: a composite profile of narrative and sentence repetition skills.
ZAS Papers in Linguistics, 62, 168–189.
Gagarina, Natalia, Topaj, Nathalie & Sürmeli, Natalie. 2020.
Why do you think the boy would be unhappy if he saw what the cat was eating? Comprehension of German narratives in Russian- and Turkish-German bilingual children.
In Ute Bohnacker & Natalia Gagarina (Eds.), Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives. SiBil Series ( pp. 232–268). Amsterdam/Philadelphia: John Benjamins.
Haake, Kristin. 2019.
The Macrostructure of elicited narratives by bilingual children: an analysis of the factor Age of Onset.
ZAS Papers in Linguistics, 62, 7–31.
Hamdani, Saboor, Kan, Rachel, Chan, Angel, & Gagarina, Natalia. 2020.
The Multilingual Assessment Instrument for Narratives (MAIN): Adding Urdu to MAIN.
ZAS Papers in Linguistics, 64, 257–261.
Hržica, Gordana & Kraljević, Jelena Kuvač. 2020.
Referential choice in stories with characters of one or different genders: A study of monolingual Croatian speakers.
First Language, Special Issue: Children’s Acquisition of Referentiality in Narratives.
Hržica, Gordana, & Kraljević, Jelena Kuvač. 2020.
The Croatian adaptation of the Multilingual Assessment Instrument for Narratives*.
ZAS Papers in Linguistics, 64, 37–44.
Ingrida, B. . 2016.
Linguistic disfluency in story-telling: evidence from lithuanianand Russian-speaking preschoolers. .
Педиатр, 7(1), 142–146.
Jažić I., Gagarina N., & Perovic A.. 2023.
Case marking is different in monolingual and heritage Bosnian in digitally elicited oral texts.
Frontiers in Psychology, 13:832831.
Jeličić, Ljiljana, Bogavac, Ivana & Perovic, Alexandra. 2020.
Serbian version of the Multilingual Assessment Instrument for Narratives (MAIN).
ZAS Papers in Linguistics, 64, 189–197.
Jensen de López, Kristine, & Knudsen, Hanne B. Søndergaard. 2020.
The adaptation of MAIN to Danish.
ZAS Papers in Linguistics, 64, 45–50.
Kan, Rachel T.Y., Chan, Angel & Gagarina, Natalia. 2020.
Investigating Children’s Narrative Abilities in a Chinese and Multilingual Context: Cantonese, Mandarin, Kam and Urdu Adaptations of the Multilingual Assessment Instrument for Narratives (MAIN).
Frontiers in Psychology, 11, 573780. doi: 10.3389/fpsyg.2020.573780
Kapalková, Svetlana & Nemcová, Monika. 2020.
MAIN: The Slovak version and pilot data.
ZAS Papers in Linguistics, 64, 199–205.
Kapalková, Svetlana, Polisenská, Kamila, Marková, Lenka & Fenton, James. 2016.
Narrative abilities in early successive bilingual Slovak–English children: A cross-language comparison.
Applied Psycholinguistics, 37(1), 145–164.
doi:10.1017/S014271641500045Karakoç, Birsel & Buket Öztekin. 2019.
MAIN: Revised Turkish version for the bilingual Turkish-speaking population in Sweden.
ZAS Papers in Linguistics, 63
Klop, Daleen, & Visser, Monique. 2020.
Using MAIN in South Africa.
ZAS Papers in Linguistics, 64, 207–210.
Kraljević, Jelena Kuvač, Hržica, Gordana & Vdović Gorup, Ivana. 2020.
A Comparative Macrostructural Analysis of Narrative Discourse in Children with Typical Language Development and Children with Developmental Language Disorder.
Društvena istraživanja: časopis za opća društvena pitanja, 29(3), 453–470.
Kranou-Economidou, Despina, & Kambanaros, Maria. 2021.
Transcranial Magnetic Stimulation and Working Memory Training to Address Language Impairments in Aphasia: A Case Study.
Behavioural Neurology, vol. 2021, p.14.
Krasnoshchekova, Sofia & Kashleva, Kseniia. 2019.
Significant differences in reference, text length and sentence length, used vocabulary, and morphosyntax.
Journal of Psycholinguistic Research, 48, 617–641. doi.org/10.1007/s10936–018–9622–3
Kunnari, Sari & Välimaa, Taina. 2020.
Narrative comprehension in simultaneously bilingual Finnish-Swedish and monolingual Finnish children.
In Ute Bohnacker & Natalia Gagarina (Eds.), Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives. SiBil Series (pp. 150–170) Amsterdam/Philadelphia: John Benjamins.
Kunnari, Sari, Välimaa, Taina & Laukkanen-Nevala, Pävi. 2016.
Macrostructure in the narratives of monolingual Finnish and bilingual Finnish–Swedish children.
Applied Psycholinguistics, 37(1), 123–144. doi:10.1017/S0142716415000442
Levorato, Chiara, & Roch, Maja. 2020.
Italian adaptation of the Multilingual Assessment Instrument for Narratives.
ZAS Papers in Linguistics, 64, 139–146.
Lindgren, Josefin. 2018.
Developing narrative competence: Swedish, Swedish-German and Swedish-Turkish children aged 4–6.
Studia Linguistica Upsaliensia 19. Uppsala: Uppsala University.
Lindgren, Josefin. 2019.
Comprehension and production of narrative macrostructure in Swedish: A longitudinal study from age 4 to 7.
First Language, 39(4), 412–432. doi: 10.1177/0142723719844089
Lindgren, Josefin. 2018.
Effects of age and story type on character introductions of Swedish four- to six-year-olds.
Journal of Child Language, 45(2), 526–540. doi: 10.1017/S0305000917000319
Lindgren, Josefin & Bohnacker, Ute. 2020.
Inferential comprehension, age and language: How German-Swedish bilingual preschoolers understand picture-based stories.
In Ute Bohnacker & Natalia Gagarina (Eds.), Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives. SiBil Series (pp. 62–98). Amsterdam/Philadelphia: John Benjamins.
Lindgren, Josefin & Bohnacker, Ute. 2021.
How do age, language, narrative task, and language proficiency and exposure affect narrative macrostructure in German-Swedish bilingual children aged 4 to 6?.
Linguistic Approaches to Bilingualism. Published online 21 Jan 2021.
Lindgren, Josefin & Vogels, Jorrig. 2018.
Referential cohesion in Swedish preschool children’s narratives.
Journal of Pragmatics, 133, 45–62. doi: 10.1016/j.pragma.2018.06.007
Lindgren, Josefin, Reichardt, Valerie & Bohnacker, Ute. 2020.
Character introductions in oral narratives of Swedish–German bilingual preschoolers.
First Language, Special Issue: Children’s Acquisition of Referentiality in Narratives. doi: 10.1177/0142723719897440
Luo, Jin, Yang, Wenchun, Chan, Angel, Cheng, Kelly, Kan, Rachel, & Gagarina, Natalia. 2020.
The Multilingual Assessment Instrument for Narratives (MAIN): Adding Mandarin to MAIN.
ZAS Papers in Linguistics, 64, 159–162.
Madappa, Manish, Gurung, Yozna & Raman, Madhavi Gayathri. 2020.
Spinning a yarn across languages: Adapting MAIN for India.
ZAS Papers in Linguistics, 64, 107–116.
Mattiauda, E., Hassiotis, A., & Perovic, A.. 2022.
Narrative language abilities in adults with Down syndrome: A remote online elicitation study using the Multilingual Assessment Instrument for Narratives (MAIN).
Frontiers in Communication, 7.
Maviş, İlknur, Tunçer, A. Müge, & Selvi Balo, Semra. 2020.
The adaptation of MAIN to Turkish.
ZAS Papers in Linguistics, 64, 249–256.
Maviş, İlknur, Tunçer, Müge & Gagarina, Natalia. 2016.
Macrostructure components in narrations of Turkish–German bilingual children.
Applied Psycholinguistics, 37(1), 69–89. doi: 10.1017/S0142716415000429
Meier, Eva, & Kuehnast, Milena. 2020.
Storytelling and retelling in Bulgarian: a contrastive perspective on the Bulgarian adaptation of MAIN.
ZAS Papers in Linguistics, 64, 11–21.
Mieszkowska, Karolina, Otwinowska, Agnieszka, Białecka-Pikul, Marta, Kiebzak-Mandera, Dorota, Opacki, Marcin, & Haman, Ewa. 2020.
Polish MAIN: how was it developed and how has it been used so far?.
ZAS Papers in Linguistics, 64, 169–181.
Mikhaylina, Irina. 2019.
Einfluss von Tempus und Aspekt auf die Wahl der Verbformen in schriftlichen Texten russischsprachiger Deutschlerner.
ZAS Papers in Linguistics, 62, 32–51.
Natalia Gagarina, Nathalie Topaj & Natalia Meir. 2019.
MAIN: Revised Russian version.
ZAS Papers in Linguistics, 63.
O’Malley, Mary-Pat & Antonijevic, Stanislava. 2020.
Adapting MAIN to Irish (Gaeilge).
ZAS Papers in Linguistics, 64, 127–138.
Otwinowska, Agnieszka, Marcin, Mieszkowska, Karolina, Białecka-Pikul, Marta, Wodniecka, Zofia & Haman, Ewa. 2020.
Polish–English bilingual children overuse referential markers: MLU inflation in Polish-language narratives.
First Language, Special Issue: Children’s Acquisition of Referentiality in Narratives.
Otwinowska, Agnieszka, Mieszkowska, Karolina, Białecka-Pikul, Marta, Opacki, Marcin & Haman, Ewa. 2020.
Retelling a model story improves the narratives of Polish-English bilingual children.
International Journal of Bilingual Education and Bilingualism, 23(9), 1083–1107. doi: 10.1080/13670050.2018.1434124
Öztekin, Buket. 2019.
Typical and atypical language development in Turkish-Swedish bilingual children aged 4–7.
Studia Linguistica Upsaliensia 25. Uppsala: Uppsala University.
Peristeri, Eleni, Andreou, Maria, Tsimpli, Ianthi Maria & Durrleman, Stephanie. 2020.
Bilingualism effects in the narrative comprehension of children with Developmental Language Disorder and L2–Greek.
In Ute Bohnacker & Natalia Gagarina (Eds.), Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives. SiBil Series (pp. 298–330). Amsterdam/Philadelphia: John Benjamins.
Pham, G., Pruitt-Lord, S., Snow, C.E., Nguyen, H.T.Y., Phạm, B., Dao, T.B.T., Tran, N.B.T., Pham, L.T., Hoang, H.T., & Dam, Q.D. 2019.
Identifying developmental language disorder in Vietnamese children.
Journal of Speech, Language, and Hearing Research, 62, 1452–1467. doi: 10.1044/2019_JSLHR-L-18–0305
Ragnarsdóttir, Hrafnhildur. 2020.
The adaptation of MAIN to Icelandic.
ZAS Papers in Linguistics, 64, 117–125.
Ringblom, N. . 2016.
Using main as a tool to access and evaluate grammatical knowledge in a weaker language: a case of Swedish-Russian bilingual children who attend mother tongue instruction. .
Психолінгвістика, 20 (1), 174–193.
Roch, Maja & Hržica, Gordana. 2020.
Narrative comprehension by Croatian-Italian bilingual children 5–7 years old.
In Ute Bohnacker & Natalia Gagarina (Eds.), Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives. SiBil Series (pp. 172–196). Amsterdam/Philadelphia: John Benjamins.
Roch, Maja, Florit, Elena & Levorato, Chiara. 2016.
Narrative competence of Italian–English bilingual children between 5 and 7 years.
Applied Psycholinguistics, 37(1), 49–67.
Rodina, Yulia. 2016.
Narrative abilities of preschool bilingual Norwegian-Russian children.
International Journal of Bilingualism, 21(5), 617–635.
Rodina, Yulia. 2020.
Using LITMUS-MAIN with Norwegian-Russian bilingual children growing up in Norway.
ZAS Papers in Linguistics, 64, 163–168.
Sheng, L., Shi, H., Wang, D., Hao, Y., & Zheng, L.. 2020.
Narrative production in Mandarin-speaking children: Effects of language ability and elicitation method.
Journal of Speech, Language, and Hearing Research, 63(3), 774–792.
Sürmeli, Natalie. 2019.
Ist der Verbwortschatz entscheidend für die Makrostruktur? Eine Analyse anhand elizitierter Narrative deutsch-russisch bilingualer Vor- und Grundschulkinder.
ZAS Papers in Linguistics, 62, 89–117.
Topaj, N. . 2010.
Topical referential expressions in narratives of Russian-German bilingual children. .
Topic, information structure and language acquisition, 59–72.
Torwali, Zubair. 2020.
Adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Torwali.
ZAS Papers in Linguistics, 64, 241–248.
Treffers-Daller, Jeanine, Balasubramanian, Anusha, Mukhopadhyay, Lina, Tamboli, Vasim and Tsimpli, Iianthi. 2022.
How ready are Indian primary school children for English Medium Instruction? An analysis of the relationship between the reading skills of low SES children, their oral vocabulary and English input in the classroom in government schools in India.
Applied Linguistics (online first view).
Tribushinina, E., Mak, W. M., Andreiushina, E., Dubinkina, E., & Sanders, T.. 2017.
Connective use in the narratives of bilingual children and monolingual children with SLI. .
Bilingualism: Language and Cognition, 20(1), 98–113.
Tribushinina, E., Valcheva, E., & Gagarina, N.. 2017.
Acquisition of additive connectives by Russian–German bilinguals: A usage-based approach.
Usage-based approaches to language acquisition and language teaching, 55, 207.
Trinh, Tue, Pham, Giang, Phạm, Ben, Hoang, Hien, & Pham, Linh. 2020.
The adaptation of MAIN to Vietnamese.
ZAS Papers in Linguistics, 64, 263–268.
Tsimpli, Ianthi Maria, Andreou, Maria, & Peristeri, Eleni. 2020.
The Multilingual Assessment Instrument for Narratives: Greek.
ZAS Papers in Linguistics, 64, 101–106.
Tsimpli, Ianthi Maria, Peristeri, Eleni & Andreou, Maria. 2016.
Narrative production in monolingual and bilingual children with specific language impairment.
Applied Psycholinguistics, 37(1), 195–216. doi:10.1017/S0142716415000478
Vorobyeva, Olga. 2019.
Morphologische Verbfehler in elizitierten Narrativen bei russisch-deutsch bilingualen Kindern im Grundschulalter.
ZAS Papers in Linguistics, 62, 118–145.
Wang, Danyang, Zheng, Li, Lin, Y., Zhang, Yuanyuan, & Sheng, Li. 2022.
Sentence Repetition as a Clinical Marker for Mandarin-Speaking Preschoolers With Developmental Language Disorder.
Journal of Speech, Language, and Hearing Research, 1–18.
Weber, Oliver. 2019.
Der Einfluss des Bildaufbaus in Narrativen auf die Erzählkomplexität von Vorschulkindern – eine empirische Vergleichsstudie.
ZAS Papers in Linguistics, 62, 146–167.
Wehmeier, Carina. 2020.
Narrative comprehension and its associations with gender and nonverbal cognitive skills in monolingual and bilingual German preschoolers.
In Ute Bohnacker & Natalia Gagarina (Eds.), Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives. SiBil Series (pp. 270–296). Amsterdam/ Philadelphia: John Benjamins.
Wehmeier, Carina. 2019.
Development of narrative macrostructure in monolingual preschoolers in Germany and impact of socio-economic status and home literacy environment.
ZAS Papers in Linguistics 62, 52–75.
Wehmeier, Carina. 2019.
Macrostructural narrative skills of monolingual and simultaneously bilingual preschoolers – age-related development and interrelationships with language (processing) abilities.
Lernen und Lernstörungen, 8(4), 233–245.
Wenchun Yang, Angel Chan & Natalia Gagarina. 2020.
The Multilingual Assessment Instrument for Narratives (MAIN): Adding Kam to MAIN.
ZAS Papers in Linguistics, 64
Weth, Constanze, & Wealer, Cyril. 2020.
The adaptation of MAIN to Luxembourgish.
ZAS Papers in Linguistics, 64, 153–157.
Yang, Wenchun, Chan, Angel, & Gagarina, Natalia. 2020.
The Multilingual Assessment Instrument for Narratives (MAIN): Adding Kam to MAIN.
ZAS Papers in Linguistics, 64, 147–151.
Yang, Wenchun, Chan, Angel, & Gagarina, Natalia. 2023.
Left-behind experience and language proficiency predict narrative abilities in the home language of Kam-speaking minority children in China.
In Meir, Natalia, He Sun & Vicky Chondrogianni (eds.), Frontiers in Psychology 13. Research Topic: International Mother Language Day: Enhancing Home Language Development from a Young Age, Article 1059895, pp. 1–10. https://doi.org/10.3389/fpsyg.2022.1059895