Developing Narrative Comprehension
Multilingual Assessment Instrument for Narratives
Ute Bohnacker | Uppsala University
Natalia Gagarina | 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
Acknowledging our reviewers | pp. vii–viii
Cross-linguistic development of narrative comprehension from A to ZUte Bohnacker and Natalia Gagarina | pp. 1–30
Narrative comprehension in Lebanese Arabic-French bilingual childrenRachel Fiani, Guillemette Henry and Philippe Prévost | pp. 31–60
Inferential comprehension, age and language: How German-Swedish bilingual preschoolers understand picture-based storiesJosefin Lindgren and Ute Bohnacker | pp. 61–98
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
Narrative comprehension in simultaneously bilingual Finnish-Swedish and monolingual Finnish childrenSari Kunnari and Taina Välimaa | pp. 149–170
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
Bilingual children’s lexical and narrative comprehension in Dutch as the majority languageElma Blom and Tessel Boerma | pp. 197–230
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
Narrative comprehension and its associations with gender and nonverbal cognitive skills in monolingual and bilingual German preschoolersCarina Marie Wehmeier | pp. 269–296
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
Commentary: Time travel in the development of cross-linguistic narrative evaluationBarbara Zurer Pearson | pp. 331–336
Index | pp. 337–341
Cited by 5 other publications
Bohnacker, Ute & Josefin Lindgren
2021. MAIN story comprehension. In Language Impairment in Multilingual Settings [Trends in Language Acquisition Research, 29], ► pp. 14 ff.
Dunlop, William L. & Michelle M. Sarraf
Gagarina, Natalia & Ute Bohnacker
Gagarina, Natalia, Sveta Fichman, Elena Galkina, Ekaterina Protassova, Natalia Ringblom & Yulia Rodina
2021. How oral texts are organized in monolingual and heritage Russian. In Language Impairment in Multilingual Settings [Trends in Language Acquisition Research, 29], ► pp. 48 ff.
This list is based on CrossRef data as of 4 march 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Main BIC Subject
CFDM: Bilingualism & multilingualism
Main BISAC Subject
LAN000000: LANGUAGE ARTS & DISCIPLINES / General
U.S. Library of Congress Control Number: 2020040620 | Marc record