Chapter 9. Precursors of narrative abilities

2019 ◽  
pp. 221-242
Author(s):  
Akke de Blauw ◽  
Anne Baker ◽  
Judith Rispens
Keyword(s):  
Narrative Abilities

Narrative abilities in early implanted children

2014 ◽  
Vol 125 (7) ◽  
pp. 1685-1690 ◽  
Author(s):  
Alessandra Murri ◽  
Domenico Cuda ◽  
Letizia Guerzoni ◽  
Enrico Fabrizi
Keyword(s):  
Narrative Abilities

Narrative abilities in subgroups of English language learners and monolingual peers

2014 ◽  
Vol 19 (6) ◽  
pp. 677-692 ◽  
Author(s):  
Kathleen Hipfner-Boucher ◽  
Trelani Milburn ◽  
Elaine Weitzman ◽  
Janice Greenberg ◽  
Janette Pelletier ◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Narrative Abilities

scholarly journals The Relationship between Socioeconomic Status and Narrative Abilities in a Group of Italian Normally Developing Children

2016 ◽  
Vol 68 (3) ◽  
pp. 134-140 ◽  
Author(s):  
Francesco Mozzanica ◽  
Federico Ambrogi ◽  
Renata Salvadorini ◽  
Elena Sai ◽  
Raffaella Pozzoli ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
The Relationship ◽  
Narrative Abilities

scholarly journals Spinning a yarn across languages: Adapting MAIN for India

2020 ◽  
Vol 64 ◽  
pp. 107-116
Author(s):  
Manish Madappa ◽  
Yozna Gurung ◽  
Madhavi Gayathri Raman
Keyword(s):  
Assessment Instrument ◽  
Narrative Comprehension ◽  
Indian Languages ◽  
Narrative Abilities

The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) was developed to assess the narrative abilities of bi- and multilingual children in the various languages that they speak. This paper presents the details of the adaptation of MAIN to three Indian languages, Kannada, Hindi and Malayalam. We describe some typological features of these languages and discuss the challenges faced during the process of adaptation. Finally, we give an overview of results for narrative comprehension and production from Kannada-English and Hindi-English bilinguals aged 7 to 9.

scholarly journals Narrative Performance and Sociopragmatic Abilities in Preschool Children are Linked to Multimodal Imitation Skills

2021 ◽  
pp. 1-26
Author(s):  
Eva CASTILLO ◽  
Mariia PRONINA ◽  
Iris HÜBSCHER ◽  
Pilar PRIETO
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Correlational Study ◽  
Typically Developing ◽  
Object Based ◽  
Linguistic Patterns ◽  
Multimodal Cues ◽  
Socially Relevant ◽  
Narrative Performance ◽  
Narrative Abilities

Abstract Over recent decades much research has analyzed the relevance of 9- to 20- month-old infants’ early imitation skills (object- and language-based imitation) for language development. Yet there have been few systematic comparisons of the joint relevance of these imitative behaviors later on in development. This correlational study investigated whether multimodal imitation (gestural, prosodic, and lexical components) and object-based imitation are related to narratives and sociopragmatics in preschoolers. Thirty-one typically developing 3- to 4-year-old children performed four tasks to assess multimodal imitation, object-based imitation, narrative abilities, and sociopragmatic abilities. Results revealed that both narrative and sociopragmatic skills were significantly related to multimodal imitation, but not to object-based imitation, indicating that preschoolers’ ability to imitate socially relevant multimodal cues is strongly related to language and sociocommunicative skills. Therefore, this evidence supports a broader conceptualization of imitation behaviors in the field of language development that systematically integrates prosodic, gestural, and verbal linguistic patterns.

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