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    Exploring Microstructure Measures and Topics in Personal Narratives of Turkish School-Age Children: Findings From the Global TALES-TR Protocol
    (March, 2026) Yaşar Gündüz, Esra; Selvi Balo, Semra; Maviş, İlknur
    Background: The Global TALES protocol is an internationally used personal narrative assessment tool designed to elicit and analyse children’s personal narratives across languages and cultures. Aim: The aim of this study is to provide the Turkish literature with assessment data derived from typically developing (TD) children aged 7–10 years and to examine the applicability of the Turkish-adapted version within a Turkish linguistic and cultural context. Methods and Procedures: This descriptive, cross-sectional study included eighty monolingual Turkish-speaking TD children, with 20 children in each age group (7 10 years). The Turkish-adapted Global TALES-TR protocol was conducted online with the children. The narratives were assessed for microstructure measures using the Turkish Research Version of the Systematic Analysis of Language Transcripts (SALT) program. SPSS22.0 and TURCOSA software were used for statistical analysis. Results: Some age-related differences were observed in children’s narrative microstructure, with significant contrasts between the youngest and oldest groups in verbal productivity and semantic diversity, while a more limited age effect was observed for semantic diversity between the age-8 and age-9 groups. Gender-related differences were limited. When the full sample was considered, a measure reflecting syntactic complexity showed a gender effect. Age-specific analyses indicated that gender related differences in verbal productivity and syntactic complexity were observed only in the age-9 group. All observed gender-related differences favoured girls. The frequency of follow-up prompts and unanswered prompts showed that the ‘problem’ narrative was the most challenging for children. Narratives primarily focused on topics such as family, friends, school and success. Conclusions: The results show that the adapted protocol can be used in personal narrative assessment. These findings may inform future research and clinical assessment practices. Furthermore, using this protocol, broader information can also be gathered about groups such as those with language disorders.
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    Exploring Personal Narrative Coherence in 10-Year-Old Children: A Global Study Using the Global TALES Protocol
    (June, 2026) Westerveld, Marleen F.; Stephanie, Malone; Westby, Carol; Amato, Cibelle; Bampoe, Josephine Ohenewa; Chan, Angel; Chen, Kai-Mei; Chrysostomou, Maria; Claessen, Mary; Einarsdóttir, Jóhanna; Ferman, Sara; Fernandes, Fernanda Dreux; Filiatrault-Veilleux, Pamela; Gabaj, Mateja; Geronikou, Eleftheria; Gupta, Vani; de López, Kristine Jensen; Kawar, Khaloob; Kuvač Kraljević, Jelena; Lee, HaeJi; Lee, Jisun; Lyons, Rena; Maviş, İlknur; Nørgaard, Nadia; O'Malley Keighran, Mary-Pat; Quintanilla, Laura; Selvi Balo, Semra; Theodorou, Elena; Peng Wong, Tze; Wong, Anita Mei-Yin; Yaşar Gündüz, Esra; Zhu, Wanlin; Nelson, Nickola
    Purpose: The overall aim of this exploratory study was to evaluate personal narrative coherence in groups of children representing a range of cultural and/or linguistic backgrounds. Based on previous research, we expected to find effects based on culture/language participant group and the emotional valence of the prompt (positive, negative, neutral). We also anticipated potential interactions between culture/language participant group and prompt type. Method: Four hundred seventeen 10-year-old children from 21 culture/language participant groups took part in this cross-sectional study. The children were from 19 countries or regions, speaking 18 different languages or dialects. All children were seen individually, either face-to-face or online, and asked to produce personal narratives in response to the Global Talking About Lived Experiences in Stories (TALES) protocol. Three of their narratives, each representing a different emotional valence—happy, angry, and a problem situation—were included in the current study. All narratives were coded for coherence using the multidimensional Narrative Coherence Coding Scheme (NaCCS), which yields a total coherence score and three coherence dimension subscores: context, chronology, and theme. Linear mixed models were used to identify differences in narrative coherence between culture/language participant groups and narrative prompt types. Results: We found significant main effects for both participant group and narrative prompt type on total coherence scores, as well as a significant interaction effect. Overall, the problem prompt elicited more coherent narratives than the angry prompt. Performance varied notably across culture/language participant groups, with no consistent pattern of strength linked to prompt type. Additionally, some culture/language participant groups scored significantly lower on total coherence than others. Significant participant group effects were also observed across all three coherence dimension subscores, with the theme dimension showing the greatest number of between-groups differences. Conclusions: In an increasingly multicultural and plurilingual world, the need for ecologically valid tools to assess children's spoken language skills is more critical than ever. Findings from this exploratory study offer further support for the use of the Global TALES protocol for eliciting personal narratives in children from diverse cultural and/or linguistic backgrounds. Furthermore, results indicated that the NaCCS is a viable method for describing differences and similarities in personal narrative coherence among these diverse groups of children. Our next steps involve refining the coding framework and expanding our participant pool to include larger, more age- and ability-representative samples—with the ultimate aim of integrating personal narrative assessment and analysis into routine clinical practice worldwide.