Developing Narrative Comprehension
Multilingual Assessment Instrument for Narratives
Editors
| Uppsala University
| Leibniz-ZAS | Uppsala University
Comprehension of texts and understanding of questions is a cornerstone of successful human communication. Whilst reading comprehension has been thoroughly investigated in the last decade, there is surprisingly little research on children’s comprehension of picture stories, particularly for bilinguals. This can be partially explained by the lack of cross-culturally robust, cross-linguistic instruments targeting early narration. This book presents an inference-based model of narrative comprehension and a tool that grew out of a large-scale European project on multilingualism. Covering a range of language settings, the book uses the Multilingual Assessment Instrument for Narratives to answer the question which narrative comprehension skills (bilingual) children can be expected to master at a certain age, and explores how such comprehension is affected (or not affected) by linguistic and extra-linguistic factors. Linking theory to method, the book will appeal to researchers in linguistics and psychology and graduate students interested in narrative, multilingualism, and language acquisition.
[Studies in Bilingualism, 61] 2020. vii, 341 pp.
Publishing status: Available
© John Benjamins
Table of Contents
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Acknowledging our reviewers | pp. vii–viii
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Cross-linguistic development of narrative comprehension from A to ZUte Bohnacker and Natalia Gagarina | pp. 1–30
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Narrative comprehension in Lebanese Arabic-French bilingual childrenRachel Fiani, Guillemette Henry and Philippe Prévost | pp. 31–60
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Inferential comprehension, age and language: How German-Swedish bilingual preschoolers understand picture-based storiesJosefin Lindgren and Ute Bohnacker | pp. 61–98
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Bilingual Turkish-Swedish children’s understanding of MAIN picture sequences: Individual variation, age, language and task effectsUte Bohnacker, Buket Öztekin and Josefin Lindgren | pp. 99–148
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Narrative comprehension in simultaneously bilingual Finnish-Swedish and monolingual Finnish childrenSari Kunnari and Taina Välimaa | pp. 149–170
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Narrative comprehension by Croatian-Italian bilingual children 5–7 years old: The role of receptive vocabulary and sentence comprehensionMaja Roch and Gordana Hržica | pp. 171–196
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Bilingual children’s lexical and narrative comprehension in Dutch as the majority languageElma Blom and Tessel Boerma | pp. 197–230
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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 childrenNatalia Gagarina, Nathalie Topaj and Natalie Sürmeli | pp. 231–268
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Narrative comprehension and its associations with gender and nonverbal cognitive skills in monolingual and bilingual German preschoolersCarina Marie Wehmeier | pp. 269–296
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Bilingualism effects in the narrative comprehension of children with Developmental Language Disorder and L2-Greek: Links with language, executive function and Theory of MindEleni Peristeri, Maria Andreou, Ianthi Maria Tsimpli and Stephanie Durrleman | pp. 297–330
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Commentary: Time travel in the development of cross-linguistic narrative evaluationBarbara Zurer Pearson | pp. 331–336
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Index | pp. 337–341
Cited by
Cited by 1 other publications
Dunlop, William L. & Michelle M. Sarraf
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Subjects & Metadata
Linguistics
BIC Subject: CFDM – Bilingualism & multilingualism
BISAC Subject: LAN000000 – LANGUAGE ARTS & DISCIPLINES / General