Narrative discourse is foundational to all social and academic interactions across the lifespan, from sharing a past personal experience with a friend, to writing a fictional story at school, to reminiscing about a holiday 20 years ago. Narrative discourse is a complex task, which requires integration of linguistic, cognitive, and social skills and can be defined as “an account of experience or events that are temporally sequenced and convey some meaning” (Engel, 1995). By this definition, different narrative genres exist, including personal narratives and fictional narratives (McCabe et al., 2008). Personal narratives, defined as accounts of personally experienced events, are one of the most spontaneous and earliest developing forms of discourse (Preece, 1987). Fictional story generation or retelling is less spontaneous and may be considered more difficult for children to produce (Hughes et al., 1997). The importance of differentiating between personal narratives and fictional narratives when discussing narrative assessment also comes from research involving children with language disorders (McCabe et al., 2008), in which children with language disorders demonstrate significant differences in performance across the two genres on measures of length and cohesion, with the quality of a child’s performance in one genre only mild-moderately correlated with the child’s performance on the other genre.