Examples of MAIN images: A collage of illustrated scenes on a green background showing children playing outdoors near trees and water, interacting with animals such as goats, a cat, birds, and a wolf in a grassy park setting.

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  • A Jordanidisz, J Bóna, T Vakula. 2024.

    Screening the narrative skills of Hungarian kindergarteners by dynamic assessment.

    Journal of Monolingual and Bilingual Speech 5(3), 357–379.https:/​/​doi.org/​10.1558/​jmbs.23908

  • Abinayaa, Kannan, Venkatesh, P., Lakshmi, Nehru, Arul & Raman, Madhavi Gayathri. 2023.

    Adapting the Multilingual Assessment Instrument for Narratives to Tamil.

    ZAS Papers in Linguistics 65, 73–84. doi.org/10.21248/zaspil.65.2023.620

  • Affranti, A., Tobia, V., Bellocchi, S., & Bonifacci, P.. 2025.

    Spelling and writing skills in minority-language bilingual children exposed to a transparent orthography: multilevel profiles and concurrent predictors.

    International Journal of Bilingual Education and Bilingualism, 27(1), 1–18. https:/​/​doi.org/​10.1080/​13670050.2022.2132813

  • Alamshoev, Qurbonidin, & Trifonova, Aleksandra. 2020.

    MAIN in the Tajik and Shughni languages of Tajikistan.

    ZAS Papers in Linguistics, 64, 235–239.

  • Alqahtani, T., Ballard, E., Hughes, B., & Turki, D. 2025.

    Adapting the Multilingual Assessment Instrument for Narratives to Saudi Arabic.

    ZAS Papers in Linguistics, 66, 1–8. https:/​/​doi.org/​10.21248/​zaspil.66.2025.884

  • 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. doi.org/10.1017/S0142716415000466

  • Altman, Carmit, Li, Mu, Rose, Karen, & Perovic, Alexandra. 2024.

    From childhood to adolescence: the growth of narrative macrostructure in heritage bilingual English speakers.

    Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2024.2413456

  • 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. https://doi.org/10.21248/zaspil.64.2020.577

  • 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. https://doi.org/10.26262/istal.v21i0.5218

  • Andreou, Maria, Peristeri, Eleni & Themistocleous, Charalambos K.. 2024.

    Autism Detection in Children: Integrating Machine Learning and Natural Language Processing in Narrative Analysis.

    Behavioural Sciences, 14(6), 459 https:/​/​doi.org/​10.3390/​bs14060459

  • 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. https://doi.org/10.1177/0142723720948312

  • Androsova, Yulia & Trifonova, Aleksandra. 2020.

    Storytelling using MAIN in Yakut.

    ZAS Papers in Linguistics, 64, 269–274. https://doi.org/10.21248/zaspil.64.2020.582

  • Argus, Reili, & Kütt, Andra. 2020.

    The adaptation of MAIN to Estonian.

    ZAS Papers in Linguistics, 64, 57–62. https://doi.org/10.21248/zaspil.64.2020.558

  • Bakhtiar, M. 2024.

    Manifestation of speech disfluencies in preschool Cantonese-English speaking bilingual children.

    Clinical Linguistics & Phonetics, 38(12), 1099–1115. https:/​/​doi.org/​10.1080/​02699206.2024.2305645

  • 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.

  • Bedore, L. M., Peña, E. D., Shivabasappa, P., Perez, C., Granados Vargas, A., Leachman, M., & Wang, J. 2024.

    An exploration of the nature of vocabulary change following language and literacy together intervention.

    American Journal of Speech-Language Pathology, 33(2), 611–626. https:/​/​doi.org/​10.1044/​2023_AJSLP-23–00042

  • Biran, M., Ben-Or, G., & Yihye-Shmuel, H. 2023.

    Word retrieval in aphasia: From naming tests to connected speech and the impact on well-being.

    Aphasiology, 38(4), 738–757. https:/​/​doi.org/​10.1080/​02687038.2023.2228017

  • Blom, E., & Boerma, T.. 2016.

    Why do children with language impairment have difficulties with narrative macrostructure?

    Research in Developmental Disabilities, 55, 301–311. https://doi.org/10.1016/j.ridd.2016.05.001

  • Blom, E., Yazıcı, G., Boerma, T., & van Witteloostuijn, M. 2024.

    A longitudinal study of Turkish-Dutch children’s language mixing in single-language settings: Language status, language proficiency, cognitive control and developmental language disorder.

    Cognitive Development, Article 101481.https:/​/​doi.org/​10.1016/​j.cogdev.2024.101481

  • 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. https://doi.org/10.1075/sibil.61

  • 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. https://doi.org/10.21248/zaspil.64.2020.557

  • 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.org/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. doi.org/10.1017/S0142716415000405

  • 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. doi.org/10.1515/lme.11697491

  • Bohnacker, Ute. 2019.

    MAIN: Revised Swedish version.

    ZAS Papers in Linguistics 63. www.leibniz-zas.de/fileadmin/media/Dokumente/ZASPiL/ZASPiL_63/MAIN_Swedish_2019_Revised.pdf 

  • Bohnacker, Ute & Gagarina, Natalia. 2019.

    Background on MAIN – Revised, how to use it and adapt it to other languages.

    ZAS Papers in Linguistics, 63, iv – xii. www.leibniz-zas.de/fileadmin/media/Dokumente/ZASPiL/ZASPiL_63/ZASPiL_63_Background_on_MAIN.pdf

  • Bohnacker, Ute & Gagarina, Natalia (Eds.). 2020.

    Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives.

    [Studies in Bilingualism, 61]. Amsterdam/​Philadelphia: John Benjamins. https://doi.org/10.1075/sibil.61

  • Bohnacker, Ute & Haddad, Rima. 2020.

    Adapting MAIN to Arabic.

    ZAS Papers in Linguistics, 64, 1–10. zaspil.leibniz-zas.de/article/view/550

  • 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. https://doi.org/10.1075/sibil.60.08boh

  • Bohnacker, Ute & Lindgren, Josefin. 2021.

    MAIN story comprehension: What can we expect of a typically developing child?

    In S. Armon-Lotem & K. K. Grohmann (Eds.), Language Impairment in Multilingual Settings: LITMUS in action across Europe (pp. 14–46). John Benjamins. doi.org/10.1075/tilar.29.01boh

  • Bohnacker, Ute, Lindgren, Josefin & Öztekin, Buket. 2022.

    Storytelling in bilingual Turkish-Swedish children: Effects of language, age and exposure on narrative macrostructure.

    Linguistic Approaches to Bilingualism, 12(4), 413–445. doi.org/10.1075/lab.20057.boh

  • Bohnacker, Ute, Natalia Gagarina & Natalie Suermeli. 2019.

    MAIN: Revised German version.

    ZAS Papers in Linguistics, 63. www.leibniz-zas.de/de/forschung/publikationen/details/publications/4470-main-revised-german-version

  • 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.

  • Bölte, Sven, Riad, Rasmus, Siljehag, Eva & Westling Allodi, Mara. 2024.

    Dialogic reading in preschool: a pragmatic randomized trial enrolling additional language learners.

    Scandinavian Journal of Educational Research, 69:4, 772–789 https:/​/​doi.org/​10.1080/​00313831.2024.2348473

  • Bosma, Evelyn, & Dijkstra, Jelske. 2020.

    Multilingual Assessment Instrument for Narratives (MAIN) adapted for use in West Frisian.

    ZAS Papers in Linguistics, 64, 63–68. https://doi.org/10.21248/zaspil.64.2020.559

  • Bracker, P., Guimarães, J., & das Neves, A. 2025.

    Adapting MAIN to European Portuguese.

    ZAS Papers in Linguistics, 66, 35–42. https:/​/​doi.org/​10.21248/​zaspil.66.2025.887

  • Camus, Alondra & Aparici, Melina. 2020.

    Adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Catalan.

    ZAS Papers in Linguistics, 64, 31–36. https://doi.org/10.21248/zaspil.64.2020.554

  • 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. https://doi.org/10.21248/zaspil.64.2020.553

  • 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. https://doi.org/10.21248/zaspil.64.2020.561

  • Chondrogianni, Vasiliki & Butcher, Morna. 2020.

    Adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Scottish Gaelic.

    ZAS Papers in Linguistics, 64, 69–76. https://doi.org/10.21248/zaspil.64.2020.560

  • Dabašinskienė, Ineta & Kamandulytė-Merfeldienė, Laura. 2023.

    An Overview of the Adaptation of MAIN to Lithuanian and Research Using the Lithuanian MAIN.

    ZAS Papers in Linguistics 65, 31–39. doi.org/10.21248/zaspil.65.2023.617

  • Daelman, J., Alighieri, C., Van Lierde, K., Simon, E., Altinkamis, F., Baudonck, N., & D'haeseleer, E. 2024.

    Effect of a Group-Based Narrative Language Training in Typically Developing Turkish-Dutch Children.

    Folia Phoniatrica et Logopaedica. 76(2), 192–205. https:/​/​doi.org/​10.1159/​000533620

  • Daelman, J., Van Lierde, K., Willems, L., Evrard, M., Simon, E., & D'haeseleer, E. 2025.

    Dynamic Assessment of Narratives in Bilingual Dutch-Speaking Children: Identification of Developmental Language Disorders.

    International Journal of Language & Communication Disorders, 60(4), e70085. https:/​/​doi.org/​10.1111/​1460–6984.70085

  • 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. https://doi.org/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. https://doi.org/10.21248/zaspil.64.2020.572

  • Dorbert, M.. 2025.

    Lexical and Spelling Accuracy of Russian Adult Heritage and Foreign Language Learners in Written Elicited Narratives: A Preliminary Study.

    Didaktik Slawischer Sprachen, 2, 55–68. https:/​/​doi.org/​10.48789/​2025.2.4

  • Dorbert, Maria & Nikitina, Alena. 2023.

    The Multilingual Assessment Instrument for Narratives (MAIN): Adding Chuvash to MAIN.

    ZAS Papers in Linguistics 65, 1–6. doi.org/10.21248/zaspil.65.2023.614

  • E Tribushinina, A Radić, G Hržica. 2024.

    Bilingual effects in foreign language learning.

    Nota Bene,1(2), 208 – 224 https:/​/​doi.org/​10.1075/​nb.00012.tri

  • Ezeizabarrena, Maria José, & García del Real, Isabel. 2020.

    The Spanish adaptation of MAIN.

    ZAS Papers in Linguistics, 64, 211–220. https://doi.org/10.21248/zaspil.64.2020.576

  • 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. https://doi.org/10.1075/lab.20035.fia

  • 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. https://doi.org/10.1075/sibil.61.02fia

  • 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. https://doi.org/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. https://doi.org/10.1016/j.jcomdis.2017.08.001

  • 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. https://doi.org/10.1177/0142723720962938

  • Fichman, Sveta, Walters, Joel, Melamed, Ravit, & Altman, Carmit. 2022.

    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, 42(2), 263–291. https://doi.org/10.1177/0142723720962938

  • Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balčiūnienė, I.,Bohnacker, U. & Walters, J.. 2015.

    Assessment of narrative abilities in bilingual children.

    In S. Armon-Lotem, J. de Jong, & N. Meir (Eds.). Assessing multilingual children: Disentangling bilingualism from language impairment (pp. 243–269). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783093137-011

  • Gagarina, Natalia. 2016.

    Narratives of Russian–German preschool and primary school bilinguals: Rasskaz and Erzaehlung.

    Applied Psycholinguistics, 37(1), 91–122. https://doi.org/10.1017/S0142716415000430

  • Gagarina, Natalia & Bohnacker, Ute. 2021.

    A new perspective on referentiality in narratives: Introduction to the special issue.

    First Language. Published online 18 Dec 2021. https://doi.org/10.1177/01427237211062300

  • 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. https://doi.org/10.1075/lab.12.4

  • Gagarina, Natalia & Bohnacker, Ute (Eds.). 2022.

    A new perspective on referentiality in elicited narratives: Introduction to the Special Issue.

    First Language, 42. https://doi.org/10.1177/01427237211062300

  • Gagarina, Natalia & Lindgren, Josefin (Eds.). 2020.

    New language versions of MAIN: Multilingual Assessment Instrument for Narratives – Revised.

    ZAS Papers in Linguistics, 64. Berlin: ZAS. https://doi.org/10.21248/zaspil.64.2020.543

  • Gagarina, Natalia, Bohnacker, Ute & Lindgren, Josefin. 2019.

    Macrostructural organization of adults’ oral narrative texts.

    ZAS Papers in Linguistics, 62, 190–208. https://doi.org/10.21248/zaspil.62.2019.449

  • 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. https://doi.org/10.21248/zaspil.56.2019.414

  • 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. https://doi.org/10.21248/zaspil.63.2019.516

  • Gagarina, Natalia, Klop, Daleen, Tsimpli, Ianthi, & Walters, Joel. 2016.

    Narrative abilities in bilingual children.

    Applied Psycholinguistics, 37, special issue. https://doi.org/10.1017/S0142716415000399

  • 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. https://doi.org/10.1515/9781501510151-005

  • 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. https://doi.org/10.21248/zaspil.62.2019.448

  • Gagarina, Natalia, Topaj, Nathalie & Meir, Natalia. 2019.

    MAIN: Revised Russian version.

    ZAS Papers in Linguistics, 63. www.leibniz-zas.de/index.php

  • 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. https://doi.org/10.1075/sibil.61.08gag

  • Gatt, Daniela & Borg Cutajar, Raquel. 2023.

    The adaptation of MAIN to Maltese.

    ZAS Papers in Linguistics 65, 61–71. doi.org/10.21248/zaspil.65.2023.619

  • Genevska-Hanke, D., & Hamann, C.. 2024.

    Overt and null subjects in Bulgarian: comparing monolingual adults and children to child heritage speakers in Germany in their use of Bulgarian.

    The Language Learning Journal 52.2 (2024): 159–171. https:/​/​doi.org/​10.1080/​09571736.2023.2294347

  • Grøver, V., Gustafsson, J. E., Rydland, V., & Snow, C. E. 2024.

    Are There Sustained Effects of a Preschool Shared Reading Intervention Addressing Dual Language Learners?

    Scientific Studies of Reading, 28(4), 441–462. https:/​/​doi.org/​10.1080/​10888438.2024.2335925

  • 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. https://doi.org/10.21248/zaspil.62.2019.441

  • Haddad, Rima. 2022.

    Child bilingualism in Sweden and Lebanon: A study of Arabic-speaking 4–to-7–year-olds.

    Acta Universitatis Upsaliensis. Studia Linguistica Upsaliensia 29. Uppsala.

  • Hamdani, Saboor, Chan, Angel, Kan, Rachel, Chiat, Shula, Gagarina, Natalia , Haman, Ewa, Łuniewska, Magdalena, Polišenská, Kamila & Armon-Lotem, Sharon. 2024.

    Identifying Developmental Language Disorder (DLD) in bilingual children during the pandemic: the potential of remote online assessments.

    International Journal of Speech-Language Pathology (IJSLP). Special Conference Issue, pp. 1–15. https://doi.org/10.1080/17549507.2024.2326095

  • 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. https://doi.org/10.21248/zaspil.64.2020.580

  • 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. https://doi.org/10.1177/014272372094972

  • Hržica, Gordana, & Kraljević, Jelena Kuvač. 2020.

    The Croatian adaptation of the Multilingual Assessment Instrument for Narratives*.

    ZAS Papers in Linguistics, 64, 37–44. https://doi.org/10.21248/zaspil.64.2020.555

  • Huff, Markus, Gagarina, Natalia, Varkentin, Ekaterina & Brich, Irina R. 2025.

    Education, not age, linked to narrative comprehension.

    Learning and Instruction, 97(102102). https:/​/​doi.org/​10.1016/​j.learninstruc.2025.102102

  • Iturra-Osorio, D., Camus Torres, A., Allende-Valenzuela, T. & Aparici Aznar, M. 2025.

    Adaptación transcultural del Multilingual Assessment Instrument for Narratives (MAIN) al español de Chile.

    Revista de Investigación en Logopedia, 15(1). https://doi.org/10.5209/rlog.95051

  • Iturra-Osorio, D., Camus Torres, A., Allende-Valenzuela, T. y Aparici Aznar, M. 2023.

    Macroestructura narrativa en preescolares monolingües de español y bilingües catalán-español: un estudio comparativo.

    Revista de logopedia, foniatría y audiología, 43(extra1), 88. https://doi.org/10.1016/j.rlfa.2023.100450

  • 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. https://doi.org/10.3389/fpsyg.2022.832831

  • Jeličić, Ljiljana, Bogavac, Ivana & Perovic, Alexandra. 2020.

    Serbian version of the Multilingual Assessment Instrument for Narratives (MAIN).

    ZAS Papers in Linguistics, 64, 189–197. doi.org/10.21248/zaspil.64.2020.573

  • Jensen de López, Kristine, & Knudsen, Hanne B. Søndergaard. 2020.

    The adaptation of MAIN to Danish.

    ZAS Papers in Linguistics, 64, 45–50. https://doi.org/10.21248/zaspil.64.2020.556

  • 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. https://doi.org/10.3389/fpsyg.2020.573780

  • Kapalková, Svetlana & Nemcová, Monika. 2020.

    MAIN: The Slovak version and pilot data.

     ZAS Papers in Linguistics, 64, 199–205. doi.org/10.21248/zaspil.64.2020.574

  • 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. https://doi.org/10.1017/S0142716415000454

  • Karakoç, Birsel & Buket Öztekin. 2019.

    MAIN: Revised Turkish version for the bilingual Turkish-speaking population in Sweden.

    ZAS Papers in Linguistics, 63. www.leibniz-zas.de/index.php

  • Karl, Katrin Bente. 2023.

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    ZAS Papers in Linguistics 65, 91–109. doi.org/10.21248/zaspil.65.2023.622

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    Comparing Two Connected Speech Tasks in Greek Speakers With the Logopenic Variant of Primary Progressive Aphasia and Alzheimer’s Disease.

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    Using MAIN in South Africa.

    ZAS Papers in Linguistics, 64, 207–210. https://doi.org/10.21248/zaspil.64.2020.575

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    A Comparative Macrostructural Analysis of Narrative Discourse in Children with Typical Language Development and Children with Developmental Language Disorder.

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    Italian adaptation of the Multilingual Assessment Instrument for Narratives.

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    Narrative generation and narrative recall recruit different executive functions in preschoolers with and without developmental language disorder.

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    Continuing the development of the Multilingual Assessment Instrument for Narratives – New language adaptations and empirical investigations.

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    Age and task type effects on comprehension and production of narrative macrostructure: Storytelling and retelling by Swedish-speaking children aged 6 and 8.

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    Character introductions in oral narratives of Swedish–German bilingual preschoolers.

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    Acquisition of narrative macrostructure: A comprehensive overview of results from the Multilingual Assessment Instrument for Narratives. Multilingual Assessment Instrument for Narratives: Recent developments and new language adaptations.

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    Narrative skills in children: how are they affected by age, language, elicitation mode and other factors? Results from the Multilingual Assessment Instrument for Narratives.

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    The adaptation of MAIN to Turkish.

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    Metacognitive verbs do not show a cross-language gap: An investigation of metacognitive and concrete verbs in bilingual children.

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    Adapting MAIN to IsiZulu – Some Reflections on Ecological Validity.

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    Vocabulary and expressive morpho-syntax in individuals with Down syndrome: Links to narration.

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    The Czech Version of MAIN: Adaptation, Revision, Pilot Data from Typically-Developing and Hearing-Impaired Children, and Future Steps.

    ZAS Papers in Linguistics 65, 7–21. doi.org/10.21248/zaspil.65.2023.615

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    Adapting MAIN to Irish (Gaeilge).

    ZAS Papers in Linguistics, 64, 127–138. doi.org/10.21248/zaspil.64.2020.565

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    Beyond Language Scores: How Language Exposure Informs Assessment of Nonword Repetition, Vocabulary and Narrative Macrostructure in Bilingual Turkish/​Swedish Children with and without Developmental Language Disorder.

    Children 11, 704. doi.org/10.3390/children11060704

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    The Adaptation of MAIN to Luganda.

    ZAS Papers in Linguistics 65, 41–59. doi.org/10.21248/zaspil.65.2023.618

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    Polish–English bilingual children overuse referential markers: MLU inflation in Polish-language narratives.

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    Turkish-German heritage speakers' predictive use of case: webcam-based vs in-lab eye-tracking.

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    The Adaptation of the Multilingual Assessment Instrument for Narratives (MAIN) to Faroese.

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    Narrative competence of Italian–English bilingual children between 5 and 7 years.

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    Using LITMUS-MAIN with Norwegian-Russian bilingual children growing up in Norway.

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    Visual Scanning Patterns in Narrative Elicitation: A Web-based Eye-tracking Adaptation of the MAIN for Argentinean Spanish from Neuro-Affirmative and Intercultural Lens.

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    The narrative abilities of 4–year-old monolingual Afrikaans- and Xhosa-speaking children from low socio-economic status environments in South Africa. .

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    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.

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