Kristine Marie Jensen De Lopez

• Gagarina, Natalia; Bohnacker, Ute; Bohn, Manuel; Armon-Lotem, Sharon; Abashidze, Dato & Alamshoev, Qurbondin [Show all 66 contributors for this article] (2026). Children's Oral Narrative Skills Through the Lens of Internal State Terms: A Large-Scale Study of Fictional Stories Elicited With the Multilingual Assessment Instrument for Narratives. Language, Speech and Hearing Services in Schools. ISSN 0161-1461. 57(4), p. 1130–1150. doi: 10.1044/2026_lshss-25-00147. Full text in Research Archive Show summary

  Purpose: This article investigates the development of oral narrative skills in children through the lens of internal states in a large cross-linguistic data set of comparable fictional stories. Method: In a joint effort of research groups around the world, 5,507 picture-based stories were elicited from 2,763 monolingual and bilingual typically developing (TD) children aged 3–13 years in 32 countries across 44 languages with the Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al., 2019 ). These were transcribed and coded for internal state terms (ISTs) that express story characters' thoughts, emotions, and perceptions. Using generalized mixed models, we investigated the likelihood of a child producing ISTs in the stories, as influenced by age, monolingualism versus bilingualism, and, for bilinguals, first language versus second language, elicitation mode (telling vs. retelling), IST type, story type, and story length. Results: We found strong positive effects of age and elicitation mode (retelling) on IST production, but no differences between monolinguals and bilinguals or for bilinguals in their two languages. Children were far more likely to produce ISTs as initiating events than ISTs as reactions. Story length only predicted IST production in younger children, but not in older ones. Conclusions: As shown by this large-scale sample, children's skills in making explicit the internal states of characters in fictional stories develop substantially during the primary school years, across languages, and for both monolingual and bilingual learners. The robust facilitative effect of retelling suggests that retelling may be particularly suitable to use with MAIN when researchers/clinicians are interested in assessing a child's ability to verbalize internal states. Future research should examine ISTs in children with developmental disorders and explore their application in intervention. Supplemental Material: https://doi.org/10.23641/asha.33857551

• Kasperė, Ramunė; Bondar, Anna; Nisioi, Sergiu; Stegenwallner-Schütz, Maja; Knudsen, Hanne B. Søndergaard & Matić, Ana [Show all 106 contributors for this article] (2026). The MultiplEYE Text Corpus: Towards a Diverse and Ever-Expanding Multilingual Text Corpus. Proceedings of LREC. p. 6706–6721. doi: 10.63317/42gkpf6a6x2x. Full text in Research Archive Show summary

  We present the MultiplEYE Text Corpus, a large-scale, document-level, multi-parallel resource designed to advance cross-linguistic research on reading and language processing. The corpus provides paragraph-level alignment for texts in 39 languages spanning seven language families and seven scripts. Unlike many existing multilingual corpora, a substantial number of documents were originally written in languages other than English, reducing English-centric bias and supporting more typologically diverse investigations. The texts are carefully selected to balance linguistic richness with experimental feasibility, particularly for eye-tracking-while-reading studies. Developed within a multi-lab initiative, the MultiplEYE Text Corpus follows unified translation, alignment, and experimental design guidelines to ensure cross-linguistic comparability. Its inclusion of texts varying in type and difficulty enables research on discourse- level processing, genre effects, and individual differences across a wide range of languages. The text corpus and accompanying metadata provide a robust foundation for multilingual psycholinguistic and computational modeling research. Data and materials are publicly available at https://doi.org/10.23668/psycharchives.22294

• Jepsen, Ida; Lambek, Rikke; Brynskov, Cecilia; Rask, Charlotte Ulrikka; Lopez, Kristine Marie Jensen De & Thomsen, Per Hove (2026). The Association between Cognitive Disengagement Syndrome and Language in Children with Attention-Deficit/Hyperactivity Disorder. Frontiers in Psychiatry. doi: https:/www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2026.1965712/abstract. Full text in Research Archive Show summary

  Aim: This study aims to explore the association between cognitive disengagement syndrome (CDS) and three aspects of language (narrative coherence, core language, and pragmatic language) in children with ADHD, and to examine whether these associations differ from those observed in neurotypical children. Methods: In this cross-sectional study, parents completed questionnaires about their child's CDS and pragmatic language, while children with ADHD (n = 45) and neurotypical children (n = 38), aged 7–11 years, completed tasks of narrative coherence and core language. Results: CDS, after adjusting for age and sex, was significantly associated with pragmatic language in children with ADHD with a large effect (β = -0.51, p = .001), while CDS was significantly associated with core language in neurotypical children with a medium effect (β = -0.34, p = .04). There was a significant group difference in the association between CDS and pragmatic language (χ²(1) = 4.44, p = .04), with a stronger association in the ADHD group. After performing sensitivity analyses including inattention as an additional covariate, the associations ceased to be significant in both groups and there were no longer significant between-group differences. Conclusion: This study examined the association between CDS and language in children with and without ADHD. The findings suggest that there may be an association between CDS and pragmatic language in children with ADHD. However, sensitivity analyses including inattention as a covariate suggest that this association may largely reflect variance shared with inattention. Consequently, the association between CDS and language may partly reflect their shared association with ADHD symptoms. As this, to our knowledge, is the first study to investigate language in relation to CDS in children with ADHD, further research is warranted.

• Lopez, Kristine Marie Jensen De; Gabaj, Mateja; Gupta, Vani; Knudsen, Hanne B. Søndergaard & Kraljević, Jelena Kuvač (2026). Personal Narrative Assessment to Guide Clinical Practices in the Assessment and Support of Children With Developmental Language Disorder: A Tutorial. Language, Speech and Hearing Services in Schools. ISSN 0161-1461. 57(4), p. 1058–1075. doi: 10.1044/2026_lshss-25-00142. Full text in Research Archive Show summary

  Purpose: This tutorial demonstrates how personal narratives elicited using the Global TALES (Talking About Lived Experiences in Stories) protocol can be analyzed using the four components of the Linguistic Underpinnings of Narrative in Aphasia (LUNA) framework for discourse analysis—pragmatics, macrostructure planning, propositional, and linguistic—in clinical practice to assess the language and communication skills of children with developmental language disorder (DLD). Such analysis can support diagnostic decision making or identification and monitoring of intervention goals related to the child's needs. Language measures that can be applied and interpreted in clinical practice are presented and linked to each of the four components of the LUNA framework. By understanding which measures correspond to these components, clinicians can identify the child's strengths and challenges across the four components to obtain a more complete view of the child's oral narrative production skills. An analysis of a personal narrative from a 7-year-old Danish-speaking child with DLD, elicited using the Global TALES protocol, was used to demonstrate in detail how to analyze personal narratives and interpret the results in a clinical setting using the LUNA framework. The case study also includes recommendations for supporting and monitoring the child's progress. Conclusions: This tutorial guides clinicians to integrate personal narratives as part of their assessment and treatment for children with DLD. The measures presented and discussed in the tutorial can help clinicians pinpoint interrelated discourse components and processes that need to be assessed and integrated into future support for a child's language development and overall well-being.

• Westerveld, Marleen F.; Malone, Stephanie; Westby, Carol; Amato, Cibelle; Bampoe, Josephine Ohenewa & Chan, Angel [Show all 33 contributors for this article] (2026). Exploring Personal Narrative Coherence in 10-Year-Old Children: A Global Study Using the Global TALES Protocol. Language, Speech and Hearing Services in Schools. ISSN 0161-1461. 57(4), p. 1109–1114. doi: 10.1044/2026_lshss-25-00143. Full text in Research Archive Show summary

  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. Supplemental Material: https://doi.org/10.23641/asha.32653314

• Lopez, Kristine Marie Jensen De; Øllgaard, Rasmus Hove; Groen, Meline Conrad & Knudsen, Hanne B. Søndergaard (2026). Børnesprogklinikkens anbefalinger for udredning af skolebørn med Developmental Language Disorder (DLD):. Norsk tidsskrift for logopedi. ISSN 0332-7256. 72(1). doi: 10.5617/ntl.12853. Full text in Research Archive Show summary

  I denne artikkelen deler vi våre praktiske erfaringer og Best Practice for utredning av Developmental Language Disorder (DLD) hos skolebarn. Anbefalingene er forankret i forskning og praktisk kunnskap om DLD, samt dynamisk vurdering, som er en metode for å generere kunnskap som er relevant for utredning og intervensjon. I motsetning til andre nevrologiske utviklingsforstyrrelser, hvor det finnes nasjonale retningslinjer for utredning, er ikke dette tilfellet for DLD lidelsen. Det er derfor opp til den enkelte kommune, PPR-kontor og behandler å utrede etter beste kunnskap og evne. I denne artikkelen utvikler vi spesifikke anbefalinger for utredning av DLD, illustrert ved to caseeksempler, hvor barnet i det ene tilfellet kan få DLD diagnosen, mens dette ikke nødvendigvis gjelder det andre barnet.

• Harding, Sam; Kelić, Maja; Ulfsdottir, Thora; Baena, Sofia; Feilberg, Julie & Lopez, Kristine Marie Jensen De [Show all 12 contributors for this article] (2024). Rearing a child with a language disorder: parents experiences with speech and language therapy services in 10 countries. Journal of Public Health (Berlin). ISSN 2198-1833. doi: 10.1007/s10389-024-02264-5. Full text in Research Archive Show summary

  Aim: Collaboration between speech and language therapists and parents to help children with language disorders has always been important. The majority of published work is from the perspective of the therapist and what they think and feel parents need to help their children. However, less is known about (1) the processes parents try to access and receive services; (2) how they perceive the journey; and (3) what they think about the service provided to their child. This paper describes an exploration of how parents experience identification and access of services for their children living with language disorders. Subjects and methods: Parents from ten countries, with a child who had received services for speech language disorder participated in semi-structured qualitative interviews. Thematic analysis was used to interpret the data. Results: Two main themes were constructed: (1) Parental recognition of the need for services; and (2) difficulties accessing services. Parents detailed how they recognised that their children needed services and how they went about securing them. Parents recounted the process they undertook; from their initial concerns about their child’s development, the feelings this engendered, and how they tried to get support and treatment. Parents talked about the factors that made them decide they had to fight to gain access to services for their children. Conclusions: Across countries, parents encounter similar experiences. The major obstacles identified by parents lead to the perception of delay in obtaining access to services. Identifying the services that children required was the first hurdle, even before getting a referral to them.

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