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Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives
Edited by Ute Bohnacker and Natalia Gagarina
[Studies in Bilingualism 61] 2020
► pp. 149–170

Narrative comprehension in simultaneously bilingual Finnish-Swedish and monolingual Finnish children

ORCID logo | University of Oulu , Finland
ORCID logo | University of Oulu , Finland

We analysed narrative comprehension in 5-to-6-year-old simultaneously bilingual Finnish-Swedish (n = 16) and monolingual Finnish children (n = 16) by using the Multilingual Assessment Instrument for Narratives (MAIN). We assessed mean total narrative comprehension scores for bilingual children in both of their languages and for monolingual children in Finnish, in both telling and retelling conditions. We compared bilingual and monolingual children’s narrative comprehension in Finnish and analysed the association between comprehension and production. We also analysed the children’s ability to answer different types of comprehension questions (i.e., questions probing goals, internal state terms, and questions requiring both the ability to draw inferences and to explain answers). We found no difference in total narrative comprehension scores for bilingual children between their two languages or between monolingual and bilingual children. This suggests language-independent narrative comprehension. We found no difference in narrative comprehension between telling and retelling and no correlation between narrative comprehension and production. However, we found a clear question type effect. Children performed better on questions probing goals or internal state terms, but questions that required both inferencing and ability to explain answers were very demanding. In conclusion, detailed analysis of narrative comprehension provides knowledge on how children create a coherent understanding of a story and utilise information in the comprehension process.

Keywords: bilingualism, narrative comprehension, preschool children, MAIN
Article outline
  • 1.Introduction
  • 2.Method
    • 2.1Participants
    • 2.2Procedure and design
    • 2.3Statistical analysis
  • 3.Results
    • 3.1Narrative comprehension: Total score on comprehension questions
    • 3.2Associations between narrative comprehension and production
    • 3.3Children’s performance on the different comprehension questions
  • 4.Discussion
    • 4.1Language comparison
    • 4.2Group comparison
    • 4.3Associations between narrative comprehension and production
    • 4.4Task comparison
    • 4.5Comprehension of different macrostructural components
  • 5.Conclusions
  • Acknowledgements
  • References
Published online: 10 December 2020
DOI logo
https://doi.org/10.1075/sibil.61.05kun
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