Chapter published in:
Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives
Edited by Ute Bohnacker and Natalia Gagarina
[Studies in Bilingualism 61] 2020
► pp. 172196
References

References

Bialystok, E., & Craik, F. I. M.
(2010) Cognitive and linguistic processing in the bilingual mind. Current Directions in Psychological Science, 19(1), 19–23. CrossrefGoogle Scholar
Bialystok, E., Luk, G., Peets, K. F., & Yang, S.
(2010) Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition, 13(4), 525–531. CrossrefGoogle Scholar
Bishop, D.
(2003) Test for reception of grammar, Version 2. London: The Psychological Corporation.Google Scholar
Bishop, D., & Adams, C.
(1992) Comprehension problems in children with specific language impairment: literal and inferential meaning. Journal of Speech and Hearing Research, 35(1), 119–129. CrossrefGoogle Scholar
Bishop, D., Kuvač Kraljević, J., Hržica, G., Kovačević, M., & Kologranić Belić, L.
(2013) TROG-HR Test razumijevanja gramatike. Zagreb: Naklada Slap.Google Scholar
Bishop, D., Suraniti, S., Ferri, R., & Neri, V.
(2009) Test for reception of grammar, version 2 TROG-2. Florence: Edizioni, Italy: Giunti OS.Google Scholar
Boerma, T., Leseman, P., Timmermeister, M., Wijnen, F., & Blom, E.
(2016) Narrative abilities of monolingual and bilingual children with and without language impairment: Implications for clinical practice: A narrative as diagnostic tool. International Journal of Language & Communication Disorders, 51(6), 626–638. CrossrefGoogle Scholar
Bohnacker, U.
(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. CrossrefGoogle Scholar
Bonifacci, P., & Tobia, V.
(2017) The simple view of reading in bilingual language-minority children acquiring a highly transparent second language. Scientific Studies of Reading, 21(2), 109–119. CrossrefGoogle Scholar
(2016) Crossing barriers: Profiles of reading and comprehension skills in early and late bilinguals, poor comprehenders, reading impaired, and typically developing children. Learning and Individual Differences, 47, 17–26. CrossrefGoogle Scholar
Bonifacci, P., Barbieri, M., Tommasini, M., & Roch, M.
(2018) In few words: linguistic gap but adequate narrative structure in preschool bilingual children. Journal of Child Language, 45(1), 120–147. CrossrefGoogle Scholar
Cain, K., & Oakhill, J.
(2009) Reading comprehension development from 8 to 14 years: The contribution of component skills and processes. In R. K. Wagner, C. Schatschneider, & C. Phythian-Sence (Eds.), Beyond decoding: The behavioral and biological foundations of reading comprehension (pp. 143–175). New York, NY: The Guildford Press.Google Scholar
Cain, K., & Oakhill, J. V.
(2007) Reading comprehension difficulties: Correlates, causes and consequences. In K. Cain & J. V. Oakhill (Eds.), Children’s comprehension problems in oral and written language: A cognitive perspective (pp. 3–40). New York, NY: Guilford Press.Google Scholar
Cain, K., Oakhill, J., & Bryant, P.
(2004) Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42. CrossrefGoogle Scholar
Cain, K., Oakhill, J. V., Barnes, M. A., & Bryant, P. E.
(2001) Comprehension skill, inference making ability, and their relation to knowledge. Memory and Cognition, 29(6), 850–859. CrossrefGoogle Scholar
Cleave, P. L., Girolametto, L. E., Chen, X., & Johnson, C. J.
(2010) Narrative abilities in monolingual and dual language learning children with specific language impairment. Journal of Communication Disorders, 43(6), 511–522. CrossrefGoogle Scholar
Cummins, J.
(1979) Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251. CrossrefGoogle Scholar
D’Achille, P., & Thornton, A. M.
(2003) La flessione del nome dall’italiano antico all’italiano contemporaneo. In N. Maraschio & T. Poggi Salani (Ed.), Italia Linguistica Anno Mille – Italia Linguistica Anno Duemila. Atti del XXXIV congresso internazionale di studi della SLI (pp. 211–230). Roma: Bulzoni.Google Scholar
De Lamo White, C., & Jin, L.
(2011) Evaluation of speech and language assessment approaches with bilingual children. International Journal of Language & Communication Disorders, 46(6), 613–627. CrossrefGoogle Scholar
Droop, M., & Verhoeven, L.
(2003) Language proficiency and reading ability in first- and second-language learners. Reading Research Quarterly, 38(1), 78–103. CrossrefGoogle Scholar
Dunn, L. M., & Dunn, L. M.
(1997) Peabody Picture Vocabulary Test-PPVT – 3rd edition. Minneapolis, MN: American Guidance Service.Google Scholar
Dunn, L. M., & Dunn, L. M., Kovačević, M., Padovan, N., Hržica, G., Kuvač Kraljević, J., Mustapić, M., Dobravac, G., & Palmović, M.
(2010) PPVT-III-HR Peabody slikovni test rječnika. Zagreb: Naklada Slap.Google Scholar
Dunn, L. M., & Dunn, L. M., Stella, G., Pizzoli, C., & Tressoldi, P.
(2000) PPVT-revised. Torino: Omega Edition.Google Scholar
Ferguson, R.
(2013) Venetian language. In E. Dursteler (Ed.) A companion to Venetian history, 1400–1797 (pp. 929–957). Leiden: Brill. CrossrefGoogle Scholar
Filippi, R., Morris, J., Richardson, F. M., Bright, P., Thomas, M. S., Karmiloff-Smith, A., & Marian, V.
(2015) Bilingual children show an advantage in controlling verbal interference during spoken language comprehension. Bilingualism, 18(3), 490–501. CrossrefGoogle Scholar
Florit, E., Roch, M., Altoe, G., & Levorato, M. C.
(2009) Listening comprehension in preschoolers: The role of memory. British Journal of Developmental Psychology, 27(4), 935–951. CrossrefGoogle Scholar
Florit, E., Roch, M., & Levorato, M. C.
(2011) Listening text comprehension of explicit and implicit information in preschoolers: The role of verbal and inferential skills. Discourse Processes, 48(2), 119–138. CrossrefGoogle Scholar
(2013) The relationship between listening comprehension of text and sentences in preschoolers: Specific or mediated by lower and higher level components? Applied Psycholinguistics, 34(2), 395–415. CrossrefGoogle Scholar
(2014) Listening text comprehension in preschoolers: A longitudinal study on the role of semantic components. Reading and Writing, 27(5), 793–817. CrossrefGoogle Scholar
Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balčiūnienė, I., Bohnacker, U., & Walters, J.
(2012) MAIN: Multilingual Assessment Instrument for Narratives. ZAS Papers in Linguistics 56. Berlin: Leibniz Zentrum für Allgemeine Sprachwissenschaft.Google Scholar
(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. CrossrefGoogle Scholar
Gagarina, N., Klop, D., Tsimpli, I., & Walters, J.
(2016) Narrative abilities in bilingual children. Applied Psycholinguistics, 37(1), 11–17. CrossrefGoogle Scholar
Farnia, F., & Geva, E.
(2011) Cognitive correlates of vocabulary growth in English language learners. Applied. Psycholinguistics. 32(4), 711–738. CrossrefGoogle Scholar
Haman, E., Wodniecka, Z., Marecka, M., Szewczyk, J., Białecka-Pikul, M., Otwinowska, A., Mieszkowska, K., Łuniewska, M., Kołak, J., Miękisz, A., Kacprzak, A., Banasik, N., & Foryś-Nogala, M.
(2017) How does L1 and L2 exposure impact L1 performance in bilingual children? Evidence from Polish-English migrants to the United Kingdom. Frontiers in Psychology, 8, 1444. CrossrefGoogle Scholar
Hammer, C. S., Lawrence, F., Rodriguez, B., Davison, M. D., & Miccio, A. W.
(2011) Changes in language usage of Puerto Rican mothers and their children: Do gender and timing of exposure to English matter? Applied Psycholinguistics, 32(2), 275–297. CrossrefGoogle Scholar
Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M.
(2012) Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27. CrossrefGoogle Scholar
Hoff, E., & Core, C.
(2015) What clinicians need to know about bilingual development. Seminars in Speech and Language, 36(2), 89–99. CrossrefGoogle Scholar
Hrzica, G., & Kuvač Kraljević, J.
(2012) MAIN Croatian adaptation. In N. Gagarina, D. Klop, S. Kunnari, K. Tantele, T. Välimaa, I. Balčiūnienė, U. Bohnacker, & J. Walters, MAIN: Multilingual Assessment Instrument for Narratives. ZAS Papers in Linguistics 56. Berlin: Leibniz Zentrum für Allgemeine Sprachwissenschaft.Google Scholar
Hutchinson, J., Whiteley, H., Smith, C., & Connors, L.
(2003) The developmental progression of comprehension-related skills in children learning EAL. Journal of Research in Reading, 26(1), 19–32. CrossrefGoogle Scholar
Iluz-Cohen, P., & Walters, J.
(2012) Telling stories in two languages: Narratives of bilingual preschool children with typical and impaired language. Bilingualism: Language and Cognition, 15(1), 58–74. CrossrefGoogle Scholar
Jelaska, Z.
(2005) Hrvatski kao drugi i strani jezik. Zagreb: Hrvatska sveučilišna naklada.Google Scholar
Justice, L. M., Bowles, R. P., Kaderavek, J. N., Ukrainetz, T. A., Eisenberg, S. L., & Gillam, R. B.
(2006) The index of narrative microstructure: A clinical tool for analyzing schoolage children’s narrative performances. American Journal of Speech-Language Pathology, 15(2), 177–191. CrossrefGoogle Scholar
Kendeou, P., van den Broek, P., White, M., & Lynch, J. S.
(2007) Comprehension in preschool and early elementary children: Skill development and strategy interventions. In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 27–45). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Kendeou, P., Bohn-Gettler, C., White, M. J., & Van Den Broek, P.
(2008) Children’s inference generation across different media. Journal of Research in Reading, 31(3), 259–272. CrossrefGoogle Scholar
Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. S.
(2009) Predicting reading comprehension in early elementary school: The independent contributions of decoding and oral language skills. Journal of Educational Psychology, 101(4), 765–778. CrossrefGoogle Scholar
Kim, Y. S. G.
(2016) Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children. Journal of Experimental Child Psychology, 141, 101–120. CrossrefGoogle Scholar
Kintsch, W.
(1994) The psychology of discourse processing. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 539–588). San Diego, CA: Academic Press.Google Scholar
Korecky-Kröll, K., Dobek, N., Blaschitz, V., Sommer-Lolei, S., Boniecki, M., Uzunkaya-Sharma, K., & Dressler, W. U.
(2019) Vocabulary as a central link between phonological working memory and narrative competence: Evidence from monolingual and bilingual four-year-olds from different socioeconomic backgrounds. Language and Speech, 62(3), 546–569. CrossrefGoogle Scholar
Lindgren, J.
(2018) Developing narrative competence: Swedish, Swedish-German and Swedish-Turkish children aged 4–6 (Studia Linguistica Upsaliensia 19). Uppsala: Acta Universitatis Upsaliensis.Google Scholar
Lindgren, J., & Bohnacker, U.
(2020) Vocabulary development in closely-related languages: Age, word type and cognate facilitation effects in bilingual Swedish-German preschool children. Linguistic Approaches to Bilingualism, 10(5), 587–622. CrossrefGoogle Scholar
Lepola, J., Lynch, J., Laakkonen, E., Silvén, M., & Niemi, P.
(2012) The role of inference making and other language skills in the development of narrative listening comprehension in 4–6-year-old children. Reading Research Quarterly, 47(3), 259–282. CrossrefGoogle Scholar
Lesaux, N. K., Lipka, O., & Siegel, L.
(2006) Investigating cognitive and linguistic abilities that influence the reading comprehension skills of children from diverse linguistic backgrounds. Reading and Writing, 19(1), 99–131. CrossrefGoogle Scholar
Lesaux, N. K., Rupp, A. A., & Siegel, L. S.
(2007) Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study. Journal of Educational Psychology, 99(4), 821–834. CrossrefGoogle Scholar
Lipka, O., Siegel, L. S., & Vukovic, R.
(2005) The literacy skills of English language learners in Canada. Learning Disabilities Research & Practice, 20(1), 39–49. CrossrefGoogle Scholar
Long, D. L., Oppy, B. J., & Seely, M. R.
(1997) Individual differences in readers’ sentence and text level representations. Journal of Memory and Language, 36(1), 129–145. CrossrefGoogle Scholar
Lynch, J. S., Van Den Broek, P., Kremer, K. E., Kendeou, P., White, M. J., & Lorch, E. P.
(2008) The development of narrative comprehension and its relation to other early reading skills. Reading Psychology, 29(4), 327–365. CrossrefGoogle Scholar
Marchman, V. A., Martínez-Sussmann, C., & Dale, P. S.
(2004) The language-specific nature of grammatical development: evidence from bilingual language learners. Developmental Science, 7(2), 212–224. CrossrefGoogle Scholar
McWilliam, N.
(1998) What’s in a word: Vocabulary development in multilingual classrooms. Stoke-on-Trent: Trentham.Google Scholar
Morales, J., Calvo, A., & Bialystok, E.
(2013) Working memory development in monolingual and bilingual children. Journal of Experimental Child Psychology, 114(2), 187–202. CrossrefGoogle Scholar
Nation, K., Clarke, P., Marshall, C., & Durand, M.
(2004) Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairment? Journal of Speech, Language and Hearing Research, 47(1), 199–211. CrossrefGoogle Scholar
Nicoladis, E.
(2003) Cross-linguistic transfer in deverbal compounds of preschool bilingual children. Bilingualism: Language and Cognition, 6(1), 17–31. CrossrefGoogle Scholar
Oakhill, J., & Yuill, N.
(1996) Higher order factors in comprehension disability: Processes and remediation. In C. Cornoldi, & J. Oakhill (Eds.), Reading comprehension difficulties. Processes and intervention (pp. 69–92). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Oakhill, J. V., & Cain, K.
(2007) Introduction to comprehension development. In K. Cain, & J. V. Oakhill (Eds.), Children’s comprehension problems in oral and written language: A cognitive perspective (pp. 41–73). New York, NY: Guilford Press.Google Scholar
Oller, D. K.
(2005) The distributed characteristic in bilingual learning. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds), ISB4: Proceedings of the 4th International Symposium on Bilingualism (pp. 1744–1749). Somerville, MA: Cascadilla Press.Google Scholar
Oller, D. K., & Eilers, R. E.
(2002) Language and literacy in bilingual children. Clevedon: Multilingual Matters. CrossrefGoogle Scholar
Paradis, J., Genesee, F., & Crago, M. B.
(2011) Dual language development and disorders. Baltimore, MD: Paul H. Brookes.Google Scholar
Perfetti, C. A., Landi, N., & Oakhill, J.
(2005) The acquisition of reading comprehension skills. In M. Snowling, & C. Hulme (Eds.), The science of reading: A handbook. (pp. 227–247). Oxford: Blackwell. CrossrefGoogle Scholar
Pesco, D., & Kay-Raining Bird, E.
(2016) Perspectives on bilingual children’s narratives elicited with the Multilingual Assessment Instrument for Narratives. Applied Psycholinguistics, 37(1), 1–9. CrossrefGoogle Scholar
Poropat Jeletić, N.
(2015) Italian language in Istria: Status planning, corpus planning and acquisition planning. Mediterranean Journal of Social Sciences, 6(2), 385–392.Google Scholar
Roch, M., Florit, E., & Levorato, C.
(2016) Narrative competence of Italian–English bilingual children between 5 and 7 years. Applied Psycholinguistics, 37(1), 49–67. CrossrefGoogle Scholar
Roch, M., & Florit, E.
(2013) Narratives in preschool bilingual children: The role of exposure. Rivista di Psicolinguistica Applicata, 13(2), 55–63.Google Scholar
Roch, M., & Levorato, C.
(2012) MAIN Italian adaptation. In N. Gagarina, D. Klop, S. Kunnari, K. Tantele, T. Välimaa, I. Balčiūnienė, U. Bohnacker, & J. Walters, MAIN: Multilingual Assessment Instrument for Narratives. ZAS Papers in Linguistics, 56. Berlin: Leibniz Zentrum für Allgemeine Sprachwissenschaft.Google Scholar
Rodina, Y.
(2017) Narrative abilities of preschool bilingual Norwegian-Russian children. International Journal of Bilingualism, 21(5), 617–635. CrossrefGoogle Scholar
Roth, F. P., Speece, D. L., & Cooper, D. H.
(2002) A longitudinal analysis of the connection between oral language and early reading. Journal of Educational Research, 95(5), 259–272. CrossrefGoogle Scholar
Seigneuric, A., & Ehrlich, M. F.
(2005) Contribution of working memory capacity to children’s reading comprehension. A longitudinal investigation. Reading and Writing, 18(7–9), 617–656. CrossrefGoogle Scholar
Silva, M., & Cain, K.
(2015) The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. Journal of Educational Psychology, 107(2), 321–331. CrossrefGoogle Scholar
Simon-Cereijido, G., & Gutiérrez-Clellen, V.
(2009) A cross-linguistic and bilingual evaluation of the interdependence between lexical and grammatical domains. Applied Psycholinguistics, 30(2), 315–337. CrossrefGoogle Scholar
Stothard, S. E., & Hulme, C.
(1992) Reading comprehension difficulties in children: The role of language comprehension and working memory skills. Reading and Writing, 4(3), 245–256. CrossrefGoogle Scholar
Thordardottir, E.
(2011) The relationship between bilingual exposure and vocabulary development. International Journal of Bilingualism, 15(4), 426–445. CrossrefGoogle Scholar
Thordardottir, E., Rothenberg, A., Rivard, M. E., & Naves, R.
(2009) Bilingual assessment: Can overall proficiency be estimated from separate measurement of two languages? Journal of Multilingual Communication Disorders, 4(1), 1–21. CrossrefGoogle Scholar
Thordardottir, E., & Brandeker, M.
(2013) The effect of bilingual exposure versus language impairment on nonword repetition and sentence imitation scores. Journal of Communication Disorders, 46(1), 1–16. CrossrefGoogle Scholar
Uccelli, P., & Paéz, M.
(2007) Narrative and vocabulary development of bilingual children from kindergarten to first grade: Developmental changes and associationsamong English and Spanish skills. Language, Speech, and Hearing Services in Schools, 38(3), 225–236. CrossrefGoogle Scholar
Van den Broek, P., Kendeou, P., Kremer, K., Lynch, J., Butler, J., White, M. J., & Purgzles Lorch, E.
(2005) Assessment of Comprehension abilities in young children. In S. G. Paris, & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 107–130). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Van Gelderen, A., Schoonen, R., de Glopper, C. M., Hulstijn, J., Snellings, P., Simis, A., & Stevenson, M.
(2003) Roles of linguistic knowledge, metacognitive knowledge and processing speed in L3, L2 and L1 reading comprehension: A structural equation modeling approach. International Journal of Bilingualism, 7(1), 7–25. CrossrefGoogle Scholar