MAIN · Multilingual Assessment Instrument for Narratives
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, 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.
Blom, Elma & Boerma, Tessel. 2020.
Bilingual children’s lexical and narrative comprehension in Dutch as the majority language.
In Ute Bohacker & Natalia Gagarina (Eds.), Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives. SiBil Series (pp. 198–229). Amsterdam/Philadelphia: John Benjamins.
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. 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/in press.
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, Öztekin, Buket & Lindgren, Josefin. 2020.
Bilingual Turkish-Swedish children’s understanding of MAIN picture sequences.
In Ute Bohacker & Natalia Gagarina (Eds.), Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives. SiBil Series (pp. 100–147). Amsterdam/ Philadelphia: John Benjamins.
Camus, Alondra & Aparici, Melina. 2020.
Adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Catalan.
ZAS Papers in Linguistics, 64, 31–36.
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
Fiani, Rachel, Henry, Guillemette & Prévost, Philippe. 2020.
Narrative comprehension in Lebanese Arabic-French bilingual children.
In Ute Bohacker & 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 & 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 Bohacker & 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.
Hržica, Gordana & Kuvač Kraljević, Jelena. 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.
Jeličić, Ljiljana, Bogavac, Ivana & Perovic, Alexandra. 2020.
Serbian version of the Multilingual Assessment Instrument for Narratives (MAIN).
ZAS Papers in Linguistics, 64, 189–197.
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/S014271641500045Krasnoshchekova, 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 Bohacker & 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
Kuvač Kraljević, Jelena, 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.
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 Bohacker & Natalia Gagarina (Eds.), Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives. SiBil Series (pp. 62–98). Amsterdam/Philadelphia: John Benjamins.
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
Madappa, Manish, Gurung, Yozna & Raman, Madhavi Gayathri. 2020.
Spinning a yarn across languages: Adapting MAIN for India.
ZAS Papers in Linguistics, 64, 107–116.
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
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 Bohacker & 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
Roch, Maja & Hržica, Gordana. 2020.
Narrative comprehension by Croatian-Italian bilingual children 5–7 years old.
In Ute Bohacker & 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.
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
Wehmeier, Carina. 2020.
Narrative comprehension and its associations with gender and nonverbal cognitive skills in monolingual and bilingual German preschoolers.
In Ute Bohacker & 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.