First Language

Papers
(The median citation count of First Language is 1. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-03-01 to 2024-03-01.)
ArticleCitations
How diverse is child language acquisition research?69
The development of English as a heritage language: The role of chronological age and age of onset of bilingualism24
Abstractions made of exemplars or ‘You’re all right, and I’ve changed my mind’: Response to commentators18
Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review17
The development and psychometric properties of a shared book reading observational tool: The Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT)10
The temporal dynamics of deictic communication9
Preverbal skills in 8-month-old children with sex chromosome trisomies9
Bilingual advantages in executive functioning: Evidence from a low-income sample9
Heterogeneity in the trajectories of US Latine mothers’ dual-language input from infancy to preschool8
Polish–English bilingual children overuse referential markers: MLU inflation in Polish-language narratives8
Reference maintenance in the narratives of Albanian–Greek and Russian–Greek children with Developmental Language Disorder: A study on crosslinguistic effects7
Investigating the relationship between syntactic and short-term/working memory impairments in children with developmental disorders is not a straightforward endeavour6
Acquisition of cumulative conditioning effects on words: Spanish-speaking children’s [subject pronoun + verb] usage6
Gestures, grunts, and words: Development in a dynamic system6
Reference to characters in narratives of Russian-Hebrew bilingual and Russian and Hebrew monolingual children with Developmental Language Disorder and typical language development6
Topic maintenance in social conversation: What children need to learn and evidence this can be taught5
Individual differences in narrative production in late childhood: Associations with age and fiction reading experience5
Efficacy and benefits of the MetaCom training to promote metaphor comprehension in typical development5
Speech acts addressed to Hadza infants in Tanzania: Cross-cultural comparison, speaker age, and camp livelihood5
The concurrent and longitudinal relationship between narrative skills and other language skills in children4
How do 3-year-olds use relevance inferencing to interpret indirect speech?4
Early linguistic reference to first and second person depends on social understanding as well as language skills: Evidence from Czech 30-month-olds4
From information to action: A commentary on Kidd and Garcia (2022)4
Exploring the acquisition of verb inflections in Japanese: A probabilistic analysis of seven adult–child corpora4
A new perspective on referentiality in elicited narratives: Introduction to the Special Issue3
Child language acquisition research on indigenous African sign languages: A commentary on Kidd and Garcia (2022)3
Speech production accuracy of children with auditory brainstem implants: A comparison with peers with cochlear implants and typical hearing using Levenshtein Distance3
Similarity, analogy and development in radical exemplar theory: A commentary on Ambridge (2020)3
The unique role of verbal memory, vocabulary, concentration and self-efficacy in children’s listening comprehension in upper elementary grades3
Linguistic cues facilitate children’s understanding of belief-reporting sentences3
Developmental trajectories in infant pointing: The effects of vocalisation and communicative intention3
The effect of phonological complexity on the order in which words are acquired in early childhood3
Language diversity and bilingual first language acquisition: A commentary on Kidd and Garcia (2022)3
Referential choice in stories with characters of one or different genders: A study of monolingual Croatian speakers3
Argument omissions by deaf students in three languages and three modalities3
Signed languages – Unique and ordinary: A commentary on Kidd and Garcia (2022)3
Text complexity and variety factors in narrative retelling and narrative comprehension among Arabic-speaking preschool children2
Talking about people who are not there: Children’s early references to absent caregivers and absent friends2
On the acquisition of complex predicates: Introduction to the special issue2
Features of communication in Norwegian parent–child play interactions2
The effect of tone hyperarticulation in Cantonese infant-directed speech on toddlers’ word recognition in the second year of life2
Learning from Mayan Tzotzil: A commentary on Kidd and Garcia (2022)2
Exploring language diversity: A commentary on Kidd and Garcia (2022)2
Postverbal subjects in child Italian: Argument structure, discourse and the definiteness effect2
Considerations when using rating scales to support teacher professional development: A commentary on Weadman, Serry and Snow (2022)2
Commentary on special issue: Syntax and verbal short term memory2
Efficiency of scanning and attention to faces in infancy independently predict language development in a multiethnic and bilingual sample of 2-year-olds2
The promise and practice of teaching social communication skills: A commentary on Abbot-Smith et al., 20232
Using signed language collocations to investigate acquisition: A commentary on Ambridge (2020)2
The production of preverbal and postverbal subjects by Italian heritage children: Timing of acquisition matters2
Hastening slowly on classroom-based conversational skills teaching: A commentary on Abbot-Smith et al., 20232
Diversity in bilingual child language acquisition research: A commentary on Kidd and Garcia (2022)2
A language documentation perspective: A commentary on Kidd and Garcia (2022)2
Acquisition of multi-verb predicates in Nungon2
The role of agency in the language choices of a trilingual two-year-old in conversation with monolingual grandparents2
Exploring influential factors of shape classifier comprehension and production in Mandarin-speaking children2
Feature generalization in Dutch–German bilingual and monolingual children’s speech production2
Classroom conversations: What will it take? A commentary on Abbot-Smith et al., 20232
Internal consistency and concurrent validity of the parental report instrument on language in pre-school-aged children – The Finnish Communicative Development Inventory III2
Some concrete steps for journal editorial boards: A commentary on Kidd and Garcia (2022)2
How the characteristics of words in child-directed speech differ from adult-directed speech to influence children’s productive vocabularies2
Rhyme over time: Vocabulary learning through daily reading aloud at home with children2
Maternal responsiveness and directiveness in speech to 2-year-olds: Relationships with children’s concurrent and later vocabulary2
The pragmatics of discovery constrains children’s tendency to map novel labels onto novel objects1
The interpretation of disjunction in VP ellipsis: The case of Mandarin Chinese1
Sign effects in spoken word learning by oral deaf and hard-of-hearing children, and by hearing children1
What about broader impacts for child language acquisition research? A commentary on Kidd and Garcia (2022)1
Learning strategies in Russian ordinal acquisition1
Capturing what remains: A commentary on Kidd and Garcia (2022)1
The view from Hebrew: A commentary on Kidd and Garcia (2022)1
Morphological distance between spoken Palestinian dialect and standard Arabic and its implications for reading acquisition1
Quality of interactions in ECE settings and mean length of utterances among 4-year-old neglected children: Results from the ELLAN Study1
A proposal for research on the acquisition of prosodic focus marking in diverse languages: A response to Kidd and Garcia (2022)1
We need a comparative approach to language acquisition: A commentary on Kidd and Garcia (2022)1
Examining the psychometric properties of the ELLECCT: A commentary on Weadman, Serry and Snow (2022)1
Thought and language: association of groupmindedness with young English-speaking children’s production of pronouns1
What can journals do to increase the publication of research on the acquisition of understudied languages? A commentary on Kidd and Garcia (2022)1
The missing majority in child language research: A commentary on Kidd and Garcia (2022)1
Prosodic features of maternal input to children with sex chromosome trisomies1
Community-set goals are needed to increase diversity in language acquisition research: A commentary on Kidd and Garcia (2022)1
How to learn more about how children learn languages: A commentary on Kidd and García (2022)1
Potential of the ELLECCT in teachers’ professional development: A commentary on Weadman, Serry and Snow (2022)1
Sometimes larger, sometimes smaller: Measuring vocabulary in monolingual and bilingual infants and toddlers1
Talk the talk and walk the walk: Diversity and culture impact all of development – A commentary on Kidd and Garcia (2022)1
Acquisition of Eegimaa (Atlantic family, Niger-Congo) in a polyadic environment: A commentary on Kidd and Garcia (2022)1
The development of preverbs in Northern East Cree: A longitudinal case study1
No evidence of an association between parental mind-mindedness at 9 months and language development at either 9 or 25 months in Swedish infants1
Children steer the inflectional diversity of their parents: The role of word births and growing vocabulary1
Opportunities and challenges in the analysis of the Multilingual Assessment Instrument for Narratives (MAIN)1
Introduction to the special issue on syntax and verbal short term/working memory in developmental disorders1
Mothers’ and fathers’ bimodal communication in dyadic and triadic interaction with their infants1
Where to from here? Increasing language coverage while building a more diverse discipline1
What ‘diversity’ means depends on your perspective: A commentary on Kidd and Garcia (2022)1
0.022682189941406