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 2020-11-01 to 2024-11-01.)
ArticleCitations
How diverse is child language acquisition research?96
Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review19
The development and psychometric properties of a shared book reading observational tool: The Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT)12
Bilingual advantages in executive functioning: Evidence from a low-income sample10
Gestures, grunts, and words: Development in a dynamic system10
The production of preverbal and postverbal subjects by Italian heritage children: Timing of acquisition matters6
Text complexity and variety factors in narrative retelling and narrative comprehension among Arabic-speaking preschool children6
Efficacy and benefits of the MetaCom training to promote metaphor comprehension in typical development6
Speech acts addressed to Hadza infants in Tanzania: Cross-cultural comparison, speaker age, and camp livelihood6
The effect of phonological complexity on the order in which words are acquired in early childhood6
Topic maintenance in social conversation: What children need to learn and evidence this can be taught6
Acquisition of cumulative conditioning effects on words: Spanish-speaking children’s [subject pronoun + verb] usage6
Internal consistency and concurrent validity of the parental report instrument on language in pre-school-aged children – The Finnish Communicative Development Inventory III5
Maternal responsiveness and directiveness in speech to 2-year-olds: Relationships with children’s concurrent and later vocabulary5
The concurrent and longitudinal relationship between narrative skills and other language skills in children5
A new perspective on referentiality in elicited narratives: Introduction to the Special Issue5
How do 3-year-olds use relevance inferencing to interpret indirect speech?5
From information to action: A commentary on Kidd and Garcia (2022)4
Argument omissions by deaf students in three languages and three modalities4
Linguistic cues facilitate children’s understanding of belief-reporting sentences4
How the characteristics of words in child-directed speech differ from adult-directed speech to influence children’s productive vocabularies4
Bidirectional language influence in mother–child interaction and its effects on the communicative development of children with cochlear implants: A longitudinal study4
The effect of tone hyperarticulation in Cantonese infant-directed speech on toddlers’ word recognition in the second year of life4
Developmental trajectories in infant pointing: The effects of vocalisation and communicative intention4
Diversity in bilingual child language acquisition research: A commentary on Kidd and Garcia (2022)3
Rhyme over time: Vocabulary learning through daily reading aloud at home with children3
Signed languages – Unique and ordinary: A commentary on Kidd and Garcia (2022)3
Language diversity and bilingual first language acquisition: A commentary on Kidd and Garcia (2022)3
Classroom conversations: What will it take? A commentary on Abbot-Smith et al., 20233
Speech production accuracy of children with auditory brainstem implants: A comparison with peers with cochlear implants and typical hearing using Levenshtein Distance3
Morphological distance between spoken Palestinian dialect and standard Arabic and its implications for reading acquisition3
Sometimes larger, sometimes smaller: Measuring vocabulary in monolingual and bilingual infants and toddlers3
Child language acquisition research on indigenous African sign languages: A commentary on Kidd and Garcia (2022)3
On the acquisition of complex predicates: Introduction to the special issue3
Some concrete steps for journal editorial boards: A commentary on Kidd and Garcia (2022)3
Exploring language diversity: A commentary on Kidd and Garcia (2022)3
Silent Finns and Talkative Italians? An investigation of communicative differences and similarities as perceived by parents in typically developing children3
Exploring influential factors of shape classifier comprehension and production in Mandarin-speaking children3
Features of communication in Norwegian parent–child play interactions3
Efficiency of scanning and attention to faces in infancy independently predict language development in a multiethnic and bilingual sample of 2-year-olds2
Talking about people who are not there: Children’s early references to absent caregivers and absent friends2
On the universality of the subject preference in the acquisition of relative clauses across languages2
Hastening slowly on classroom-based conversational skills teaching: A commentary on Abbot-Smith et al., 20232
A language documentation perspective: A commentary on Kidd and Garcia (2022)2
Considerations when using rating scales to support teacher professional development: A commentary on Weadman, Serry and Snow (2022)2
Where to from here? Increasing language coverage while building a more diverse discipline2
The promise and practice of teaching social communication skills: A commentary on Abbot-Smith et al., 20232
Mothers’ and fathers’ bimodal communication in dyadic and triadic interaction with their infants2
Quality of interactions in ECE settings and mean length of utterances among 4-year-old neglected children: Results from the ELLAN Study2
Effects of second-language acquisition on character introductions in 5- and 7-year-old bilingual and monolingual children’s Frog story narratives2
Postverbal subjects in child Italian: Argument structure, discourse and the definiteness effect2
Feature generalization in Dutch–German bilingual and monolingual children’s speech production2
Prosodic features of maternal input to children with sex chromosome trisomies2
Learning from Mayan Tzotzil: A commentary on Kidd and Garcia (2022)2
Evaluating English-language morphological awareness assessments2
Similar use of intonation structure in early implanted children and hearing children: The case of Italian2
The development of preverbs in Northern East Cree: A longitudinal case study2
Individual differences in the effectiveness of a narrative-promoting intervention: Relation with executive function skills1
What can journals do to increase the publication of research on the acquisition of understudied languages? A commentary on Kidd and Garcia (2022)1
Talk the talk and walk the walk: Diversity and culture impact all of development – A commentary on Kidd and Garcia (2022)1
Using cognitive measures from linguistic relativity research to assess thinking in Yucatec Maya-Spanish bilingual children1
The missing majority in child language research: A commentary on Kidd and Garcia (2022)1
Children steer the inflectional diversity of their parents: The role of word births and growing vocabulary1
How to learn more about how children learn languages: A commentary on Kidd and García (2022)1
Children’s acquisition of negation in L1 Afrikaans1
Acquisition of Eegimaa (Atlantic family, Niger-Congo) in a polyadic environment: A commentary on 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
No evidence of an association between parental mind-mindedness at 9 months and language development at either 9 or 25 months in Swedish infants1
What do parents really think? Knowledge, beliefs, and self-awareness of parentese in relation to its use in daylong recordings1
The view from Hebrew: A commentary on Kidd and Garcia (2022)1
Potential of the ELLECCT in teachers’ professional development: A commentary on Weadman, Serry and Snow (2022)1
Laz caregivers’ talk to their young children: The importance of context and utterance type in eliciting ancestral language use1
Community-set goals are needed to increase diversity in language acquisition research: A commentary on Kidd and Garcia (2022)1
Investigating pragmatic abilities in 5- to 7-year-old Norwegian children: A study using the Pragma test1
Associations between early pre-reading and phonological skills in the light of auditory word recognition and lexical ability1
Little evidence for a noun bias in Tseltal spontaneous speech1
Acquisition during normative code-mixing: Trinidadian children’s varilingual pronoun usage1
What else will I do when I start school? Preschoolers’ wh-questions in dinnertime conversations and their language development1
The interpretation of disjunction in VP ellipsis: The case of Mandarin Chinese1
What about broader impacts for child language acquisition research? A commentary on Kidd and Garcia (2022)1
A proposal for research on the acquisition of prosodic focus marking in diverse languages: A response to Kidd and Garcia (2022)1
Grammatical categorization based on frequent frames in Persian child-directed speech1
Opportunities and challenges in the analysis of the Multilingual Assessment Instrument for Narratives (MAIN)1
Capturing what remains: A commentary on Kidd and Garcia (2022)1
The grammar of typically developing Oromo-speaking 3-year-olds1
What ‘diversity’ means depends on your perspective: A commentary on Kidd and Garcia (2022)1
Evidence for executive function advantages in low SES bilingual children. But why do they arise? A commentary on Grote, Scott and Gilger (2021)1
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