Cited by

Cited by 29 other publications

Babayiğit, Selma, Graham J. Hitch, Swathi Kandru-Pothineni, Annie Clarke & Meesha Warmington
2022. Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths. Reading and Writing 35:7  pp. 1651 ff. DOI logo
Ben-Zvi, Galit & Ronit Levie
2016. Development of Hebrew derivational morphology from preschool to adolescence. In Acquisition and Development of Hebrew [Trends in Language Acquisition Research, 19],  pp. 135 ff. DOI logo
BERMAN, RUTH A.
2008. The psycholinguistics of developing text construction. Journal of Child Language 35:4  pp. 735 ff. DOI logo
Best, Rachel M., Julie E. Dockrell & Nick R. Braisby
2006. Real‐world word learning: Exploring children's developing semantic representations of a science term. British Journal of Developmental Psychology 24:2  pp. 265 ff. DOI logo
Bogliotti, Caroline
2012. Les troubles de la dénomination. Langue française n°174:2  pp. 95 ff. DOI logo
Correa, Jane
2023. Learning to Spell in Brazilian Portuguese: Children’s Patterns of Spelling Errors and Unconventional Word Segmentation. In Development of Writing Skills in Children in Diverse Cultural Contexts,  pp. 21 ff. DOI logo
Correa, Jane & Julie E. Dockrell
2007. Unconventional word segmentation in Brazilian children’s early text production. Reading and Writing 20:8  pp. 815 ff. DOI logo
Dockrell, Julie E., Geoff Lindsay, Vincent Connelly & Clare Mackie
2007. Constraints in the Production of Written Text in Children with Specific Language Impairments. Exceptional Children 73:2  pp. 147 ff. DOI logo
Dockrell, Julie E. & Chloë R. Marshall
2015. Measurement Issues: Assessing language skills in young children. Child and Adolescent Mental Health 20:2  pp. 116 ff. DOI logo
Fitneva, Stanka A. & Morten H. Christiansen
2017. Developmental Changes in Cross‐Situational Word Learning: The Inverse Effect of Initial Accuracy. Cognitive Science 41:S1  pp. 141 ff. DOI logo
Grilli Silva, Javier & Pablo Cardozo Fernández
2022. Sondeo de niveles de lectura en evaluación diagnóstica inicial. Importancia de su realización en la práctica docente pre-profesional. Revista Andina de Educación 5:1  pp. 1 ff. DOI logo
Grimm, Angela & Petra Schulz
2014. Specific Language Impairment and Early Second Language Acquisition: The Risk of Over- and Underdiagnosis. Child Indicators Research 7:4  pp. 821 ff. DOI logo
Hess Zimmermann, Karina
2019. Pensar sobre la Morfología de las Palabras: un Proyecto Didáctico para el Desarrollo de Vocabulario en la Escuela Secundaria. Revista Iberoamericana de Evaluación Educativa 12:2  pp. 193 ff. DOI logo
Kawar, Khaloob, Joel Walters & Sveta Fichman
2024. Evaluation devices in the narratives of deaf/hard of hearing and hearing Arabic‐speaking adolescents. International Journal of Language & Communication Disorders 59:1  pp. 180 ff. DOI logo
Kucirkova, Natalia, David Messer & Kieron Sheehy
2014. Reading personalized books with preschool children enhances their word acquisition. First Language 34:3  pp. 227 ff. DOI logo
Llauradó, Anna & Liliana Tolchinsky
2013. Growth of text-embedded lexicon in Catalan: From childhood to adolescence. First Language 33:6  pp. 628 ff. DOI logo
Lowe, Hilary, Lucy Henry, Josephine Wallinger & Victoria Joffe
2022. Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists. Child Language Teaching and Therapy 38:1  pp. 95 ff. DOI logo
Mattes, Veronika
2019. What do children know about German verb prefixes?. The Mental Lexicon 14:2  pp. 274 ff. DOI logo
McGregor, Karla K., Amanda J. Berns, Amanda J. Owen, Sarah A. Michels, Dawna Duff, Alison J. Bahnsen & Melissa Lloyd
2012. Associations Between Syntax and the Lexicon Among Children With or Without ASD and Language Impairment. Journal of Autism and Developmental Disorders 42:1  pp. 35 ff. DOI logo
McGregor, Karla K., Jacob Oleson, Alison Bahnsen & Dawna Duff
2013. Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth. International Journal of Language & Communication Disorders 48:3  pp. 307 ff. DOI logo
Miller, Jon F., John Heilmann, Ann Nockerts, Aquiles Iglesias, Leah Fabiano & David J. Francis
2006. Oral Language and Reading in Bilingual Children. Learning Disabilities Research & Practice 21:1  pp. 30 ff. DOI logo
Murphy, Aoife, Sue Franklin, Annemarie Breen, Molly Hanlon, Aoife McNamara, Aine Bogue & Emily James
2017. A whole class teaching approach to improve the vocabulary skills of adolescents attending mainstream secondary school, in areas of socioeconomic disadvantage. Child Language Teaching and Therapy 33:2  pp. 129 ff. DOI logo
Pritchard, Verena E., Michelle Heron‐Delaney, Stephanie A. Malone & Colin M. MacLeod
2020. The Production Effect Improves Memory in 7‐ to 10‐Year‐Old Children. Child Development 91:3  pp. 901 ff. DOI logo
Ravid, Dorit, Amalia Bar-On, Ronit Levie & Odelia Douani
2016. Hebrew adjective lexicons in developmental perspective. The Mental Lexicon 11:3  pp. 401 ff. DOI logo
Ravid, Dorit, Amalia Bar-On, Ronit Levie & Odelia Douani
2021. Chapter 5. Hebrew adjective lexicons in developmental perspective. In Polylogues on The Mental Lexicon,  pp. 109 ff. DOI logo
Shivabasappa, Prarthana, Elizabeth D. Peña & Lisa M. Bedore
2018. Core vocabulary in the narratives of bilingual children with and without language impairment. International Journal of Speech-Language Pathology 20:7  pp. 790 ff. DOI logo
Tzuriel, David
2021. The Bright Start Program: Research Perspective. In Mediated Learning and Cognitive Modifiability [Social Interaction in Learning and Development, ],  pp. 461 ff. DOI logo
Uchikoshi, Yuuko, Lu Yang & Siwei Liu
2018. Role of narrative skills on reading comprehension: Spanish–English and Cantonese–English dual language learners. Reading and Writing 31:2  pp. 381 ff. DOI logo
Uchikoshi, Yuuko, Lu Yang, Brandi Lohr & Genevieve Leung
2016. Role of Oral Proficiency on Reading Comprehension. Literacy Research: Theory, Method, and Practice 65:1  pp. 236 ff. DOI logo

This list is based on CrossRef data as of 11 june 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.