Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | Developing Narrative Comprehension |
| Untertitel | Multilingual Assessment Instrument for Narratives |
| Herausgeber/-innen | Ute Bohnacker, Natalia Gagarina |
| Erscheinungsort | Amsterdam |
| Herausgeber (Verlag) | John Benjamins Publishing Company |
| Seiten | 269-296 |
| Seitenumfang | 28 |
| ISBN (elektronisch) | 9789027260345 |
| ISBN (Print) | 9789027208088 |
| Publikationsstatus | Veröffentlicht - Dez. 2020 |
Publikationsreihe
| Name | Studies in Bilingualism |
|---|---|
| Herausgeber (Verlag) | John Benjamins Publishing Company |
| Band | 61 |
Abstract
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.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Psychologie (insg.)
- Pädagogische und Entwicklungspsychologie
- Sozialwissenschaften (insg.)
- Linguistik und Sprache
Zitieren
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- Harvard
- Apa
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- BibTex
- RIS
Developing Narrative Comprehension : Multilingual Assessment Instrument for Narratives . Hrsg. / Ute Bohnacker; Natalia Gagarina. Amsterdam: John Benjamins Publishing Company, 2020. S. 269-296 (Studies in Bilingualism ; Band 61).
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Beitrag in Buch/Sammelwerk › Forschung
}
TY - CHAP
T1 - Narrative comprehension and its associations with gender and nonverbal cognitive skills in monolingual and bilingual German preschoolers
AU - Wehmeier, Carina Marie
N1 - Publisher Copyright: © 2021 John Benjamins Publishing Company. All rights reserved.
PY - 2020/12
Y1 - 2020/12
N2 - 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.
AB - 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.
KW - Gender
KW - Monolinguals and bilinguals
KW - Narrative comprehension
KW - Nonverbal cognitive skills
KW - Preschoolers
UR - http://www.scopus.com/inward/record.url?scp=85099919592&partnerID=8YFLogxK
U2 - 10.1075/sibil.61
DO - 10.1075/sibil.61
M3 - Contribution to book/anthology
SN - 9789027208088
T3 - Studies in Bilingualism
SP - 269
EP - 296
BT - Developing Narrative Comprehension
A2 - Bohnacker, Ute
A2 - Gagarina, Natalia
PB - John Benjamins Publishing Company
CY - Amsterdam
ER -