Abraham, S., & Shaw, K. (2011). Reliability of on-line scoring of First Mentions in the Edmonton Narrative Norms Instrument. Unpublished manuscript, University of Alberta. Available at http://hdl.handle.net/10402/era.26038
Beswick, N. (2008). Determination of the inter-rater reliability of the Edmonton Narrative Norms Instrument. Unpublished project report, Dept. of Speech Pathology and Audiology, University of Alberta.
Bishop, D. V. M., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31, 1927-1050.
Bishop, D. V. M., & Adams, C. (1992). Comprehension problems in children with specific language impairment: Literal and inferential meaning. Journal of Speech and Hearing Research, 35, 119-129.
Bishop, D.V.M., & Edmundson, A. (1987). Language-impaired four-year-olds: Distinguishing transient from persistent impairment. Journal of Speech and Hearing Disorders, 52, 156-173.
Blishen, B. R., Carroll, W. K., & Moore, C. (1987). The 1981 socioeconomic index for occupations in Canada. Canadian Review of Sociology and Anthropology, 24, 465-488.
Cowley, J., & Glasgow, C. (1994). The Renfrew Bus Story (American Ed.). Centreville, DE: The Centreville School.
Dollaghan, C.A., Campbell, T.F., and Tomlin, R. (1990). Video narration as a language sampling context. Journal of Speech and Hearing Disorders, 55, 582-590.
Dubé, R.V. (2000). An instrument for language assessment of Deaf children: American Sign Language and English. Unpublished dissertation, Faculty of Rehabilitation Medicine, University of Alberta.
Dubé, R.V., & Schneider, P. (2001). Development of the instrument. Presented as part of seminar: “Development and implementation of a narrative norms project,” American Speech-Language-Hearing Association Convention, November.
Fazio, B. B., Naremore, R. C., & Connell, P. J. (1996). Tracking children from poverty at risk for specific language impairments: A 3-year longitudinal study. Journal of Speech and Hearing Research, 39, 611-624.
Feagans, L., & Appelbaum, M.I. (1986). Validation of language subtypes in learning disabled children. Journal of Educational Psychology, 78, 358-364.
Girolametto, L., Wiigs, M., Smyth, R., Weitzman, E., & Pearce, P.S. (2001). Children with a history of expressive vocabulary delay: Outcomes at 5 years of age. American Journal of Speech-Language Pathology, 10, 358-369.
Hayward, D. (2003). What’s in a question? Measuring narrative comprehension using a picture story in typically developing children aged 4 – 8. Unpublished dissertation, Faculty of Rehabilitation Medicine, University of Alberta.
Hayward, D., & Schneider, P. (2001). Macrostructure questions. Presented as part of seminar: “Development and implementation of a narrative norms project,” American Speech-Language-Hearing Association Convention, New Orleans, LA, November.
Hayward, D., & Schneider, P. (2003). What’s in a question: Narrative comprehension of children aged 4-6. (Manuscript in preparation.)
Hayward, D., Schneider, P., & Dubé, R.V. (2001). The Edmonton Narrative Norms Project: Comprehension and production. Poster presented at the Speech and Hearing Association of Alberta Annual Conference, Calgary, October.
Hedberg, N. L., & Stoel-Gammon, C. (1986). Narrative analysis: Clinical procedures. Topics in Language Disorders, 7, 58-69.
Hillier, A., McLean, K., & Savard, D. (2010). Reliability of on-line scoring of story grammar elements of the Edmonton Narrative Norms Instrument. Unpublished manuscript, University of Alberta. Available at http://hdl.handle.net/10402/era.22893
Hughes, D., McGillivray, L., & Schmidek, M. (1997). Guide to narrative language: Procedures for assessment. Eau Claire, WI: Thinking Publications.
Liles, B.Z. (1985). Production and comprehension of narrative discourse in normal and language disordered children. Journal of Communication Disorders, 18, 409-427.
Liles, B.Z. (1987). Episode organization and cohesive conjunctives in narratives of children with and without language disorder. Journal of Speech and Hearing Research, 30, 185-196.
MacLachlan, B.G., & Chapman, R.S. (1988). Communication breakdowns in normal and language learning-disabled children's conversation and narration. Journal of Speech and Hearing Disorders, 53, 2-7.
MacWhinney, B. (2000). The CHILDES project: Tools for analyzing talk. Third Edition. Mahwah, NJ: Lawrence Erlbaum Associates.
MacWhinney, B., & Snow, C. (1990). The Child Language Data Exchange System: An update. Journal of Child Language, 17, 457-472.
Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111-151.
McCabe, A., & Peterson, C. (1984). What makes a good story? Journal of Psycholinguistic Research, 13, 457-480.
Merritt, D.D., & Liles, B.Z. (1987). Story grammar ability in children with and without language disorder: Story generation, story retelling, and story comprehension. Journal of Speech and Hearing Research, 30, 539-552.
Merritt, D.D., & Liles, B.Z. (1989). Narrative analysis: Clinical applications of story generation and story retelling. Journal of Speech and Hearing Disorders, 54, 438-447.
Miller, J., & Iglesias, A. (2010). Systematic Analysis of Language Transcripts (SALT), Research Version 2010 [computer software]. Madison, WI: SALT Software, LLC.
Paul, R., Hernandez, R., Taylor, L., & Johnson, K. (1996). Narrative development in late talkers: Early school age. Journal of Speech and Hearing Research, 39, 1295-1303.
Paul, R., & Smith, R. L. (1993). Narrative skills in 4-year-olds with normal, impaired, and late-developing language. Journal of Speech and Hearing Research, 36, 592-598.
Pellegrini, A. D., Galda, L., & Rubin, D. L. (1984). Context in text: The development of oral and written language in two genres. Child Development, 55, 1549-1555.
Renfrew, C. (1995). Renfrew Bus Story Manual: A Test of Narrative Speech (3rd Ed.). Oxford: Winslow.
Riddle, L. (1996, November). Using local norms to assess narrative abilities of at-risk children. American Speech-Language-Hearing Association Convention, Seattle, WA.
Ripich, D. N., & Griffith, P. L. (1988). Narrative abilities of children with learning disabilities and nondisabled children: Story structure, cohesion, and propositions. Journal of Learning Disabilities, 21, 165-173.
Roth, F. P., & Spekman, N. J. (1986). Narrative discourse: Spontaneously generated stories of learning-disabled and normally-achieving students. Journal of Speech and Hearing Disorders, 51, 8-23.
Rumelhart, D. E. (1975). Notes on a schema for stories. In D.G. Bobrow & A. M. Collins (Eds.), Representation and understanding: Studies in cognitive science (pp. 185-210). New York: Academic Press.
Schneider, P. (1996). Effects of pictures versus orally presented stories on story retellings by children with language impairment. American Journal of Speech-Language Pathology, 5, 86-96.
Schneider, P. (2001a). The Edmonton Narrative Norms Project: Use of referring expressions. Poster presented at the Speech and Hearing Association of Alberta Annual Conference, Calgary, October.
Schneider, P. (2001b). Microstructure analyses: Referential cohesion. Presented as part of seminar: “Development and implementation of a narrative norms project,” American Speech-Language-Hearing Association Convention, New Orleans, LA, November.
Schneider, P., & Dubé, R. V. (1997). Effect of pictorial versus oral story presentation on children's use of referring expressions in retell. First Language, 5(3), 283-302.
Schneider, P., & Dubé, R. V. (2003). Story presentation effects on children’s retell content. Manuscript submitted for publication.
Schneider, P., Hayward, D., & Dubé, R. V. (2001a). The feasibility of narrative norm collection using pictures. Poster presented at the Symposium for Research on Child Language Disorders, Madison, WI, June.
Schneider, P., Hayward, D., & Dubé, R. V. (2001b). Macrostructure production. Presented as part of seminar: “Development and implementation of a narrative norms project,” American Speech-Language-Hearing Association Convention, New Orleans, LA, November.
Schneider, P., Hayward, D. & Dubé, R. V. (2004). Story recall using the Edmonton Narrative Norms Instrument. Manuscript submitted for publication.
Schneider, P., Williams, B., & Hickmann, M. (1997). The awareness of referential cohesion in children with and without language/learning disabilities. Journal of Speech-Language Pathology and Audiology, 21, 8-16.
Semel, E., Wiig, E., & Secord, W. (1995). Clinical Evaluation of Language Fundamentals III. San Antonio, TX: The Psychological Corporation.
Statistics Canada (1997). Canada dimensions: The people [on-line]. Available: http://www.statcan.ca.
Stein, N. L., & Albro, E. R. (1997). Building complexity and coherence: Children’s use of goal-structured knowledge in telling stories. In M. Bamberg (Ed.), Narrative development: Six approaches (pp. 5-44). Mahwah, NJ: L. Erlbaum Associates.
Stein, N. L., & Glenn, C. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), New directions in discourse processing, Vol. 2: Advances in discourse processing (pp. 53-120). Norwood, NJ: Ablex.
Stein, N. L., & Policastro, M. (1984). The concept of a story: A comparison between children’s and teachers’ viewpoints. In H. Mandl, N. L. Stein, & T. Trabasso (Eds.), Learning and the comprehension of text (pp. 113-155). Hillsdale, NJ: Lawrence Erlbaum Associates.
Strong, C. J. (1998). The Strong Narrative Assessment Procedure. Eau Claire, WI: Thinking Publications.
Thorndyke, P. W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology, 9, 77-110.
Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1998). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40, 1245-1260.
Ukrainetz McFadden, T. (1996). Creating language impairments in typically achieving children: The pitfalls of "normal" normative sampling. Language, Speech, and Hearing Services in Schools, 27, 3-9.
Westby, C. E. (1989). Assessing and remediating text comprehension problems. In Kamhi, A.G., and Catts, H.W. (Eds.) Reading disabilities: A developmental language perspective (pp. 199-259). Boston: College-Hill.
Wiig, E. H., Secord, W., & Semel, E. (1992). Clinical Evaluation of Language Fundamentals – Preschool. San Antonio, TX: The Psychological Corporation.
Woodcock, R. W. (1987). Woodcock Reading Mastery Tests – Revised. Circle Pines, Minnesota: American Guidance Service.