MAIN: multilingual assessment instrument for narratives

By Natalʹja Vladimirovna Gagarina, D. Klop, Sari Kunnari, Koula Tantele, T. Välimaa, I. Balčiūnienė, U. Bohnacker, J. Walters. ZAS papers in linguistics, 2019

209 citations recorded by the source corpus.

The Multilingual Assessment Instrument for Narratives (MAIN) was designed in order to assess narrative skills in children who acquire one or more languages from birth or from early age. MAIN is suitable for children from 3 to 10 years and evaluates both comprehension and production of narratives. Its design allows for the assessment of several languages in the same child, as well as for different elicitation modes: Model Story, Retelling, and Telling. MAIN contains four parallel stories, each with a carefully designed six-picture sequence. The stories are controlled for cognitive and linguistic complexity, parallelism in macrostructure and microstructure, as well as for cultural appropriateness and robustness. The instrument has been developed on the basis of extensive piloting with more than 550 monolingual and bilingual children aged 3 to 10, for 15 different languages and language combinations. Even though MAIN has not been norm-referenced yet, its standardized procedures can be used for evaluation, intervention and research purposes. MAIN is currently available in the following languages: English, Afrikaans, Albanian, Basque, Bulgarian, Croatian, Cypriot Greek, Danish, Dutch, Estonian, Finnish, French, German, Greek, Hebrew, Icelandic, Italian, Lithuanian, Norwegian, Polish, Russian, Spanish, Standard Arabic, Swedish, Turkish, Vietnamese, and Welsh.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/062d8b1d4606328497d784e3e23c960e6de4aa8a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

Citations in the corpus

Individual Differences in Children’s Pragmatic Ability: A Review of Associations with Formal Language, Social Cognition, and Executive Functions (2018, background): “…Renfrew, 2010) or narrating a wordless picture book (with studies differing according to whether the book can be seen at the time of narration) although they sometimes also include a comprehension element (e.g., Multilingual Assessment Instrument for Narratives: LITMUS-MAIN, Gagarina et al., 2012).”