Akademik Veri Yönetim Sistemi
FOLIA PHONIATRICA ET LOGOPAEDICA, 2025 (SCI-Expanded, SSCI, Scopus)
Introduction: This study aims to assess and compare the narrative skills of monolingual Turkish-speaking children with typical development (TD) and developmental language disorder (DLD) through the "Turkish version of the Multilingual Assessment Instrument for Narratives" (MAIN-TR) administered online. Methods: The research group consists of a total of 128 children aged 45-89 months; monolingual Turkish-speaking children with TD (n = 96) and DLD (n = 32). MAIN-TR was administered online in three elicitation modes (retell, tell, model story), and comprehension questions were asked to the children in all modes. The narratives produced by the children were assessed within the framework of the macrostructure. Results: Statistical analyses were conducted using the SPSS 25.0 software package for both between-group and within-group comparisons. The results indicated that group and narrative mode effects were observed in story production and comprehension. The key finding of this study is that using the telling-after model in the clinical narrative assessment of DLD children is more effective in discerning differences in the macrostructure. Besides, if a more thorough and detailed examination of the narrative samples from DLD children is needed after the initial assessment, the retelling and telling after-retelling modes can be used. Conclusion: Narrative skills should be an assessment and/or therapy target for children with DLD.