Citations (54)
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Rachael Kiernan, Wendy Pearce & Kieran Flanagan. (2023) Home language variation in the narratives of urban First Nations Australian children in their first year of school. Clinical Linguistics & Phonetics 0:0, pages 1-16.
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Maryam Arabpour, Mahbubeh Nakhshab, Stephen Humphry & Yalda Kazemi. (2023) Systematic Analysis of Language Transcripts’ (SALT) transcribing method and Narrative Assessment Protocol (NAP) online coding method: are they interchangeable?. Logopedics Phoniatrics Vocology 48:1, pages 35-43.
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Ko-Yin Sung. (2022) Oral narrative development of Mandarin Chinese dual language immersion learners. International Journal of Bilingual Education and Bilingualism 25:9, pages 3242-3257.
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Sarah J. Shoebridge, Kieran J. Flanagan & Wendy M. Pearce. (2021) Narrative comprehension skills of Indigenous and non-Indigenous Australian children in their first year of school. International Journal of Speech-Language Pathology 23:6, pages 632-640.
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Paola Zanchi, Laura Zampini & Roberta Berici. (2021) Narrative competence in Italian children with cochlear implants: a comparison with children matched by chronological or hearing age. Clinical Linguistics & Phonetics 35:3, pages 277-292.
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Wendy M. Pearce & Kieran Flanagan. (2020) Story-telling abilities of young Indigenous and non-Indigenous Australian children across three protocols. International Journal of Speech-Language Pathology 22:2, pages 206-215.
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Pamela C. Snow, Lydia Timms, Jarrad A.G. Lum & Martine B. Powell. (2020) Narrative language skills of maltreated children living in out-of-home care. International Journal of Speech-Language Pathology 22:2, pages 117-128.
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Maria Lathouras, Marleen F. Westerveld & David Trembath. (2019) Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds. Australian Journal of Learning Difficulties 24:2, pages 147-161.
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Wendy M. Pearce & Kieran Flanagan. (2019) Language abilities of Indigenous and non-Indigenous Australian children from low socioeconomic backgrounds in their first year of school. International Journal of Speech-Language Pathology 21:2, pages 212-223.
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Maria Lennox, Marleen F. Westerveld & David Trembath. (2018) Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students. International Journal of Speech-Language Pathology 20:2, pages 191-201.
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Elizabeth Schaughency, Sebastian Suggate & Elaine Reese. (2017) Links between early oral narrative and decoding skills and later reading in a New Zealand sample. Australian Journal of Learning Difficulties 22:2, pages 109-132.
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Kerry Danahy Ebert & Elizabeth V. Mikolajczyk. (2016) Narrative quality measures in school-age children referred for language assessment. International Journal of Speech-Language Pathology 18:4, pages 354-363.
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Kimberley Docking, Natalie Munro, Tara Marshall & Leanne Togher. (2016) Narrative skills of children treated for brain tumours: The impact of tumour and treatment related variables on microstructure and macrostructure. Brain Injury 30:8, pages 1005-1018.
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Marleen F. Westerveld & Kath Vidler. (2016) Spoken language samples of Australian children in conversation, narration and exposition. International Journal of Speech-Language Pathology 18:3, pages 288-298.
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Marleen F. Westerveld, Gail T. Gillon, Anne K. van Bysterveldt & Lynda Boyd. (2015) The emergent literacy skills of four-year-old children receiving free kindergarten early childhood education in New Zealand. International Journal of Early Years Education 23:4, pages 339-351.
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Wendy Maureen Pearce, Cori Williams & William Steed. (2015) Dialectal grammatical differences in oral narratives of school-aged Indigenous Australian children. International Journal of Speech-Language Pathology 17:4, pages 335-345.
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Cindy See Ern Chang, Selena Ee-Li Young, Susan Rickard Liow & Cara Xin Yin Chong. (2015) Story-retelling abilities of bilingual children with non-syndromic cleft lip and/or palate. Speech, Language and Hearing 18:2, pages 91-101.
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Marleen F. Westerveld & Kath Vidler. (2015) The use of the Renfrew Bus Story with 5–8-year-old Australian children. International Journal of Speech-Language Pathology 17:3, pages 304-313.
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Marleen F. Westerveld. (2014) Emergent literacy performance across two languages: assessing four-year-old bilingual children. International Journal of Bilingual Education and Bilingualism 17:5, pages 526-543.
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Marleen F. Westerveld, Gail T. Gillon & Lynda Boyd. (2012) Evaluating the clinical utility of the Profile of Oral Narrative Ability for 4-year-old children. International Journal of Speech-Language Pathology 14:2, pages 130-140.
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Articles from other publishers (34)
Samson Fantu & Ronny Meyer. (2023) The grammar of typically developing Oromo-speaking 3-year-olds. First Language 43:6, pages 593-610.
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Gail Gillon, Brigid McNeill, Amy Scott, Megan Gath & Marleen Westerveld. (2023) Retelling stories: The validity of an online oral narrative task. Child Language Teaching and Therapy 39:2, pages 150-174.
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Rebecca Bright, Elaine Ashton, Cristina Mckean & Yvonne Wren. (2023) The development of a digital story-retell elicitation and analysis tool through citizen science data collection, software development and machine learning. Frontiers in Psychology 14.
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Jena McDaniel, Hannah Krimm & C. Melanie Schuele. (2023) Speech-Language Pathologists' Endorsement of Speech, Language, and Literacy Myths Reveals Persistent Research–Practice Gap. Language, Speech, and Hearing Services in Schools 54:2, pages 550-568.
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Jessica Paynter, Kate O’Leary & Marleen Westerveld. (2023) Pre-school Skills and School-Age Reading Comprehension in Children on the Autism Spectrum: A Preliminary Investigation. Journal of Autism and Developmental Disorders.
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Angel Chan, Sarah Chen, Saboor Hamdani, Bernard Tse & Kelly Cheng. (2023) Story telling in bilingual Urdu−Cantonese ethnic minority children: Macrostructure and its relation to microstructural linguistic skills. Frontiers in Psychology 14.
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John Heilmann & Jon F. Miller. (2023) Systematic Analysis of Language Transcripts Solutions: A Tutorial. Perspectives of the ASHA Special Interest Groups 8:1, pages 1-18.
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Erika Baldwin, John Heilmann, Denise Finneran, Chi C. Cho & Maura Moyle. (2022) Dialect density, language abilities and emergent literacy skills of prekindergarten children who speak African American English. Journal of Research in Reading 45:4, pages 567-586.
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Jingdan Yang, Jae-Hyun Kim, Outi Tuomainen & Nan Xu Rattanasone. (2022) Bilingual Mandarin-English preschoolers’ spoken narrative skills and contributing factors: A remote online story-retell study. Frontiers in Psychology 13.
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Ines Adornetti, Alessandra Chiera, Daniela Altavilla, Valentina Deriu, Camilla Maria Lecci, Andrea Marini, Giovanni Valeri, Rita Magni & Francesco Ferretti. (2022) How do we comprehend linguistic and visual narratives? A study in children with typical development. Language Sciences 93, pages 101500.
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Amy Scott, Gail Gillon, Brigid McNeill & Alex Kopach. (2022) The Evolution of an Innovative Online Task to Monitor Children's Oral Narrative Development. Frontiers in Psychology 13.
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Samantha J. Russell & Kate Cain. (2022) The animals in moral tales: Does character realism influence children’s prosocial response to stories?. Journal of Experimental Child Psychology 219, pages 105392.
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Amy Scott, Gail Gillon, Brigid McNeill & Megan Gath. (2022) Impacting Change in Classroom Literacy Instruction: A Further Investigation of the Better Start Literacy Approach. New Zealand Journal of Educational Studies 57:1, pages 191-211.
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Mary Claire Wofford, Jessica Cano, J. Marc Goodrich & Lisa Fitton. (2022) Tell or Retell? The Role of Task and Language in Spanish–English Narrative Microstructure Performance. Language, Speech, and Hearing Services in Schools 53:2, pages 511-531.
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Iris Selten, Tessel Boerma, Emma Everaert, Mariska J. Vansteensel, Jacob Vorstman & Frank Wijnen. (2021) Narrative comprehension and production abilities of children with 22q11.2 deletion syndrome. Research in Developmental Disabilities 119, pages 104109.
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Asimina M. Ralli, Elena Kazali, Maria Kanellou, Angeliki Mouzaki, Fotini Antoniou, Vasiliki Diamanti & Sofia Papaioannou. (2021) Oral Language and Story Retelling During Preschool and Primary School Years: Developmental Patterns and Interrelationships. Journal of Psycholinguistic Research 50:5, pages 949-965.
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Krupa Venkatraman & V. Thiruvalluvan. (2021) Development of narratives in Tamil-speaking preschool children: A task comparison study. Heliyon 7:7, pages e07641.
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Manuel Mendoza, Beatriz Beltran-Navarro, Esmeralda Matute & Monica Rosselli. (2021) Effects of the Age, Sex, and Maternal Education of Monolingual Spanish-Speaking Preschool Children on Oral Narrative Production. Journal of Speech, Language, and Hearing Research 64:2, pages 579-592.
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Marleen F Westerveld, Pamela Filiatrault-Veilleux & Jessica Paynter. (2021) Inferential narrative comprehension ability of young school-age children on the autism spectrum. Autism & Developmental Language Impairments 6, pages 239694152110356.
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John Heilmann, Alexander Tucci, Elena Plante & Jon F. Miller. (2020) Assessing Functional Language in School-Aged Children Using Language Sample Analysis. Perspectives of the ASHA Special Interest Groups 5:3, pages 622-636.
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John Heilmann, Thomas O. Malone & Marleen F. Westerveld. (2020) Properties of Spoken Persuasive Language Samples From Typically Developing Adolescents. Language, Speech, and Hearing Services in Schools 51:2, pages 441-456.
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Ling-Yu Guo, Sarita Eisenberg, Phyllis Schneider & Linda Spencer. (2019) Percent Grammatical Utterances Between 4 and 9 Years of Age for the Edmonton Narrative Norms Instrument: Reference Data and Psychometric Properties. American Journal of Speech-Language Pathology 28:4, pages 1448-1462.
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Aoife L. Gallagher, Carol‐Anne Murphy, Paul Conway & Alison Perry. (2019) Consequential differences in perspectives and practices concerning children with developmental language disorders: an integrative review. International Journal of Language & Communication Disorders.
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Jayne Brandel & Douglas B. Petersen. (2018) A Framework for Curriculum-Based Language Evaluations. Perspectives of the ASHA Special Interest Groups 3:16, pages 67-87.
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Douglas B. Petersen & Arlee Stoddard. (2018) Psychometric Requirements of Oral and Written Language Progress Monitoring Assessments. Perspectives of the ASHA Special Interest Groups 3:1, pages 180-197.
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Marleen F. Westerveld & Jacqueline M. A. Roberts. (2017) The Oral Narrative Comprehension and Production Abilities of Verbal Preschoolers on the Autism Spectrum. Language, Speech, and Hearing Services in Schools 48:4, pages 260-272.
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M. F. Westerveld, J. Paynter, D. Trembath, A. A. Webster, A. M. Hodge & J. Roberts. (2016) The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders 47:2, pages 424-438.
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Maria Lennox, Marleen F. Westerveld & David Trembath. (2017) Should We Use Sentence- or Text-Level Tasks to Measure Oral Language Proficiency in Year-One Students following Whole-Class Intervention?. Folia Phoniatrica et Logopaedica 69:4, pages 169-179.
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Paola Zanchi, Laura Zampini, Mirco Fasolo & Laura D’Odorico. (2016) Syntax and prosody in narratives: A study of preschool children. First Language 36:2, pages 124-139.
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Young-Suk Grace Kim. (2016) Do Live Versus Audio-Recorded Narrative Stimuli Influence Young Children's Narrative Comprehension and Retell Quality?. Language, Speech, and Hearing Services in Schools 47:1, pages 77-86.
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Sarita L. Eisenberg & Ling-Yu Guo. (2015) Sample Size for Measuring Grammaticality in Preschool Children From Picture-Elicited Language Samples. Language, Speech, and Hearing Services in Schools 46:2, pages 81-93.
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Jerzy P. Szaflarski, Mekibib Altaye, Akila Rajagopal, Kenneth Eaton, XiangXiang Meng, Elena Plante & Scott K. Holland. (2012) A 10-year longitudinal fMRI study of narrative comprehension in children and adolescents. NeuroImage 63:3, pages 1188-1195.
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Sarita L. Eisenberg, Ling-Yu Guo & Mor Germezia. (2012) How Grammatical Are 3-Year-Olds?. Language, Speech, and Hearing Services in Schools 43:1, pages 36-52.
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