Chapter published in:
Developing Narrative Comprehension: Multilingual Assessment Instrument for NarrativesEdited by Ute Bohnacker and Natalia Gagarina
[Studies in Bilingualism 61] 2020
► pp. 269–296
Narrative comprehension and its associations with gender and nonverbal cognitive skills in monolingual and bilingual German preschoolers
Carina Marie Wehmeier | Gottfried Wilhelm Leibniz University Hannover
This paper investigates the development of narrative
comprehension in monolingual and simultaneously bilingual German
preschoolers, in relation to the children’s gender and their nonverbal
cognitive skills. MAIN (Multilingual Assessment Instrument for Narratives)
was used to assess narrative comprehension after telling (Baby Birds) and
retelling (Cat) in 199 monolinguals and 66 simultaneous bilinguals. The
groups did not differ significantly concerning their nonverbal cognitive
skills and German language proficiency. Both the monolingual and the
bilingual children were divided into three age groups (4;6–4;11, 5;0–5;5,
5;6–5;11). The narrative comprehension results pointed to significant age
effects only for the monolinguals, in both elicitation modes. No gender
effects were found for any group. For the nonverbal cognition and narrative
comprehension measures, weak correlations obtained for both monolinguals and
bilinguals. These results strengthen the idea that narrative comprehension
is related to nonverbal cognitive skills of monolingual and bilingual
preschoolers.
Keywords: narrative comprehension, nonverbal cognitive skills, gender, monolinguals and bilinguals, preschoolers
Article outline
- 1.Narrative skills
- 1.1Narrative comprehension
- 1.2Research on nonverbal cognitive skills and narrative comprehension
- 1.3Research on gender and narrative comprehension
- 2.The present study
- 3.Methods
- 3.1Participants
- 3.2MAIN
- 3.3CPM
- 4.Results
- 4.1Narrative comprehension
- 4.2Impact of nonverbal cognitive skills on narrative comprehension
- 4.3Impact of gender on narrative comprehension
- 5.Discussion and conclusion
-
Acknowledgements -
Notes -
References
Published online: 10 December 2020
https://doi.org/10.1075/sibil.61.09weh
https://doi.org/10.1075/sibil.61.09weh
References
Aldrich, N. J., & Brooks, P. J.
Anderson, R.
Armon-Lotem, S., de Jong, J., & Meir, N.
Beltz, A. M., Blakemore, J. E. O. & Berenbaum, S. A.
Berman, R. A., & Slobin, D. I.
Bildungsberichterstattung
Boerma, T., Leseman, P., Timmermeister, M., Wijnen, F., & Blom, E.
Bohnacker, U.
Bohnacker, U., & Lindgren, J.
in
press). MAIN story comprehension:
What can we expect of a typically developing
child? In S. Armon-Lotem & K. Grohmann Eds. LITMUS
in action: Cross-comparison studies across
Europe Amsterdam John Benjamins Preprint retrieved
from http://uu.diva-portal.org/smash/get/diva2:1348899/FULLTEXT01.pdf 23 June,
2020
Bohnacker, U., Lindgren, J., & Öztekin, B.
(2019) Understanding
MAIN picture stories: A study of Swedish-Turkish children aged
4–7. Oral presentation
at Bilingual Acquisition of Language and
Literacy (BiALL) conference, 24 May
2019, Leibniz-ZAS,
Berlin.
Bohnacker, U., Öztekin, B., & Lindgren, J.
Bohn-Gettler, C. M., Rapp, D. N., van den Broek, P., Kendeou, P. & White, M. J.
Brown, D. D., Lile, J., & Burns, B. M.
Burris, S. E. & Brown, D. D.
Curenton, M.
Döring, N., & Bortz, J.
Fey, M. E., Catts, H. W., Proctor-Williams, K., Tomblin, J. B., & Zhang, X.
Florit, E., Roch, M., & Levorato, M. C.
Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balčiūnienė, I., Bohnacker, U., & Walters, J.
Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Bohnacker, U., & Walters, J.
Gardner-Neblett, N., & Sideris, J.
Gerson, S. A., & Woodward, A. L.
Hamilton, A., Plunkett, K., & Schafer, G.
Hayiou-Thomas, M. E., Dale, P. S., & Plomin, R.
Hayward, D. V., Schneider, P., & Gillam, R. B.
Hyde, J. S., & Linn, M. C.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A.
John, S. F., Lui, M., & Tannock, R.
Justice, L. M., Bowles, R. P., Kaderavek, J. N., Ukrainetz, T. A., Eisenberg, S. L., & Gillam, R. B.
Kapalková, S., Polisenská, K., Marková, L., & Fenton, J.
Karasinski, C., & Ellis Weismer, S.
Kendeou, P., Bohn-Gettler, C., White, M., & van den Broek, P.
Kim, Y.-S.
Kunnari, S., Välimaa, T., & Laukkanen-Nevala, P.
Lange, B. P., Euler, H. A., & Zaretsky, E.
Liles, B. Z., Duffy, R. J., Merritt, D. D., & Purcell, S. L.
Lindgren, J.
Lynch, J. S., van den Broek, P., Kremer, K. E., Kendeou, P., White, M., & Lorch, E. P.
Lynch, J. S., & van den Broek, P.
MacWhinney, B.
Maital, S. L., Dromi, E., Sagi, A. & Bornstein, M. H.
Matthews, D., Biney, H., & Abbot-Smith, K.
Maviş, I., Tunçer, M., & Gagarina, N.
Meisels, S. J., Marsden, D. B., Wiske Stone, M., & Henderson, L. W.
Melzer, J., Rißling, J.-K., & Petermann, F.
Mickley, M., & Renner, G.
Montgomery, J., Poluenko, A., & Marinellie, S. A.
Murfett, R., Powell, M. B., & Snow, P. C.
Nelson, K.
Nicolopoulou, A.
Nicolopoulou, A., Brockmeyer, C., de Sá, A., & Ilgaz, H.
Orrantia, J., Múñez, D., & Tarín, J.
Otwinowska, A., Mieszkowska, K., Białecka-Pikul, M., Opacki, M., & Haman, E.
Pavlenko, A.
Peterson, C., & McCabe, A.
Quasthoff, U., & Stude, J.
Raven, J. C., Bulheller, J., & Häcker, J. H.
Renner, G., & Mickley, M.
Ringmann, S.
Roch, M., Florit, E., & Levorato, C.
Schmitter-Edgecombe, M., & Creamer, S.
Schöler, H., & Brunner, M.
Sommerville, J. A., & Woodward, A. L.
Stein, N. L., & Glenn, C. G.
Szaflarski, J. P., Altaye, M., Rajagopal, A., Eaton, K., Meng, X., Plante, E. & Holland, S. K.
Trabasso, T., & Nickels, M.
Trabasso, T., van den Broek, P., & Liu, L.
Tsimpli, I. M., Peristeri, E., & Andreou, M.
Ullman, M. T., Miranda, R. A., & Travers, M.
Van den Broek, P., Lynch, J. S., Naslund, J., Ievers-Landis, C. E., & Verduin, K.
Van Kleeck, A., Lange, A., & Schwarz, A. L.
Vygotsky, L.
Wallentin, M.
Westerveld, M. F., Gillon, G. & Boyd, L.
Cited by
Cited by 1 other publications
Ralli, Asimina M., Elena Kazali, Maria Kanellou, Angeliki Mouzaki, Fotini Antoniou, Vasiliki Diamanti & Sofia Papaioannou
This list is based on CrossRef data as of 27 april 2021. 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.